Based on the new ideas I've gathered about single point rubrics this week, I've decided to try developing one to use for tutor observations. In the past, we have used a published assessment, the TESAT, to monitor tutor performance in the second and third levels of their training. As I looked through this assessment yesterday, I realized that it doesn't always emphasize the same elements we focus on in our training/centre -- and in the past, I've noticed that the questions asked don't always connect well with the tutors.
So, with all that in mind, I decided to experiment with what a new rubric might look like for faculty/staff/peer observations of our tutors. Our training program is ungraded, so there are no marks indicated -- only criteria for what meets expectations. Because there are twelve steps in the tutoring cycle -- which makes for a long rubric -- I thought a single point design might be the clearest and most usable format.
Looking forward to your feedback on this! I've also attached a word document in case this is helpful.
Christina
Tutoring Excellence Rubric
Adapted from Cambridge Stratford Study Skills Institute.
(1996). TESAT: Tutor evaluation and self-assessment tool. Cambridge Stratford
Ltd.
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Tutoring Cycle Step
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Concerns (changes required to meet expectations)
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Criteria for Tutoring Excellence
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Exceeds Expectations
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Greet the tutee
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-Tutor introduces self or greets the tutee by name in a professionally
friendly manner.
-Sits side by side with the tutee.
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Identify the task
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-Tutor encourages the tutee to state the concern they
bring to the session.
-Asks clarifying questions to collaboratively identify the
central concern.
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Break the task into parts
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-Tutor asks the tutee to identify the steps needed to
complete the central session task and the time needed for each.
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Identify the thought process
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-Tutor asks questions to understand the tutee’s approach
to learning course content.
-Identifies the ways tutee uses course materials.
-Asks tutee to describe how they would approach this or
similar tasks.
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Set the agenda
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-Sets the agenda for the session collaboratively with the
tutee.
-Identifies time needed for each step in the agenda.
-Confirms the agenda with the tutee.
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Address the task
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-Tutor does not offer lengthy explanations of
content. -Tutor uses Socratic
questioning whenever possible to encourage critical thinking.
-Tutor uses appropriate wait time to allow the tutee to
think and respond.
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Tutee summary of content
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-Tutor asks tutee to summarize content learned, allowing
the tutee to self-correct as necessary.
-Tutor evaluates tutees understanding, returning to the
previous step if necessary
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Tutee summary of underlying process
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-Tutor asks tutee to summarize the underlying process used
to complete the task (how they would do a similar task in the future).
-Tutor evaluates tutee response, returning to the previous
step if necessary.
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Confirmation
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-Tutor affirms tutee learning in the session.
-All feedback, positive or negative, is focused on specific
behaviour.
-Tutor feedback is clear and professional
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What’s next?
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-Tutor asks questions to help the tutee identify their next
steps and appropriate learning resources.
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Arrange and plan the next session
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-Tutor allows the tutee to decide if they wish to schedule
another session
-(If applicable) Identifies an appropriate time for the
next meeting.
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Closing
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-Tutor ends on a positive note and with an appropriate
closing.
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