Learning Services Tutee Assessment Rubric Fall 2015

Tutee’s Understanding/Capacity: / 1 – Beginning / 2 – Developing / 3 – Proficient / 4 – Excellent
Before-During-After
Outcome: Before-During-After model / -No preparation, engagement, review for class or tutoring / -Little preparation, engagement, review for class or tutoring / -Some preparation, engagement, review for class or tutoring / -BEFORE: Well-prepared for class and tutoring
-DURING tutoring was engaged
-AFTER tutoring reviewed material
Study Skills**
Outcome: Awareness and implementation of study skills / -No awareness of study skills
-No implementation of study skills / -Vague awareness of study skills
-Little implementation of study skills / -Some awareness of study skills
-Some implementation of study skills / -Aware of study skills and regularly implements study skills
Independence
Questions: Tutee comes to session with questions; able to anticipate exam questions.
Effort: tutee makes honest effort / - Unclear about what questions need to be asked
-Relies on tutor to solve the problem; makes no effort / - Sometimes understands what questions need to be asked
-Occasionally relies on tutor to solve the problem; makes some effort / -Usually asks questions on their own before relying on tutor
- Sometimes can independently work through complexities of the information / -Consistently asks questions on their own before relying on tutor
- Anticipates exam questions
-Makes clear effort
Reflection
Outcome: tutee is aware of metacognition: knowing yourself and how you best learn / -No self-awareness regarding academic strengths/weaknesses
-Has unrealistic goals / -Little self-awareness regarding academic strengths/weaknesses
- Vague plans to achieve goals / -Some self-awareness regarding academic strengths/weaknesses
- Sets mostly realistic goals / -Consistent self-awareness regarding academic strengths/weaknesses
- Sets realistic goals
-Makes concrete, written plans to achieve goals
=METACOGNITION

*some information adapted from the Paul-Elder critical thinking framework

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1.  Copy and paste the following template into TT notes

2.  Fill in the appropriate info once you get it into TT notes section

Template:

·  Visit #:

·  Tutee request for session:

·  Rubric

1. Preparation:

2. Study Skills:

3. Independence:

4. Reflection:

·  Tutor Notes:

1. Topics covered:

2. What you will cover next time:

3. Observations of the session:

**Study Skills:

[not comprehensive—almost any academic activity could be a study skill]

Skill Example

1. Critical Thinking types of knowledge [facts/theories/application]; knowledge vs. info;

“Critical thinking is that mode of thinking—about any subject, content, or

Problem—in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them” http://www.criticalthinking.org/pages/defining-critical-thinking/766

“Critical thinking is the art of analyzing and evaluating thinking with a view to improving it”

“Critical thinking is achieved through attitude, method, and application”

2. Exam Preparation types of exams; anticipating exam questions; end-of-chapter quizzes;

review old tests; alleviating text anxiety; study groups;

3. Memorizing association; visualization; concentration; repetition; self-tests;

mnemonic devices

4. Motivation goal-setting; practical implications; transferrable skills; learn from mistakes (1st test shock); avoid excuses; strive to be a scholar;

“true learning hurts”

5. Note-Taking Cornell note-taking; before-during-after note-taking; how to take notes

from a Power Point lecture; note cards; abbreviations

6. Reading Strategies annotating; SQ5R; cue words; skimming; vocabulary

7. Review daily, weekly, pre-exam review [= practice]

8. Time Management schedule & commit to study time; balance academics & social life

reverse planning; avoid procrastination