Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment.

Abstract

In the course of tutoring, tutors have the opportunity to formatively assess a tutee's understanding. The information gathered by engaging in formative assessment can be used by tutors not only to adapt instruction in order to enhance learning but also to form a summative judgment in order to document a tutee's learning after tutoring. We report about an empirical study with 46 tutor-tutee dyads that examined a tutor's formative assessment in response to a tutee's knowledge deficits. The results showed that formative assessment during tutoring supported learning and improved the accuracy with which tutors summatively assessed a tutee's understanding after tutoring. At the same time, formative assess ment was more pronounced in response to knowledge deficits that resulted from a tutor's deliberate elicitation of a tutee's understanding than in response to knowledge deficits that tutees spontaneously expressed on their own initiative. In addition, tutors with teaching experience not only caused tutees to express more knowledge deficits but also more often engaged in formative assessment in response to knowledge deficits than did tutors without teaching experience. This difference also explained why tutors with teaching experience were more accurate than tutors without teaching experience in summatively assessing a tutee's understanding after tutoring. Our findings suggest that the learning potential of knowledge deficits that tutees express largely depends on a tutor's formative assessment. In addition, when tutors engage in formative assessment they are able to form a more accurate picture of what a tutee has learned after tutoring.

Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung

“…Damit sollen Schülerinnen und Schüler die Gelegenheit erhalten, ihr neues Wissen anzuwenden. Im Sinne eines formativen Assessment (Herppich et al 2014) Unter Pandemiebedingungen empfiehlt es sich besonders, das Potenzial, das in der Gestaltung von Übungsaufgaben für das Lernen liegt, auszuschöpfen. Hinsichtlich der Art des Übens zeigt die Forschung zum testing effect (Adesope et al 2017), dass es lernförderlicher ist, Schülerinnen und Schüler ihr Wissen über neue Lerninhalte aktiv anwenden zu lassen (z.…”

“…Im Sinne eines formativen Assessment (Herppich et al. 2014 ) dient das Üben vorrangig dem weiteren Lernen ( assessment for learning ) und nicht bereits der Überprüfung des erworbenen Wissens ( assessment of learning ). Um das weitere Lernen optimal zu unterstützen, ist es wichtig, dass Lehrkräfte die Übungsaufgaben auf die Lernziele abstimmen.…”

Active Collaborative Learning Through Remote Tutoring

“…Though widespread, MOOCs focus more on universal distribution of information and less on the educational needs of the individual (Daradoumis et al, 2013). In contrast, in-person tutoring is an academic staple designed to assist in the individual needs of the learner and has a proven record of positively impacting academic performance (Cohen, Kulik, & Kulik, 1982), particularly with experienced tutors (Herppich, Wittwer, Nückles, & Renkl, 2014). It comes as little surprise that online tutoring platforms have started to emerge (Young, 2016) that combine traditional tutoring with current technologies.…”

Teachers’ self-efficacy: Associations with teacher and student characteristics and effects of the anger management intervention, the Mini-Diamond

“…In the first years of their teaching career, teachers typically hesitate to share doubt and questions or ask for supervision [38]. Later in their career not only does their teaching experience increase, but they also get better at delivering knowledge, helping students who have learning difficulties, communicating effectively with parents, cooperating efficiently with other teachers, and building a harmonious classroom environment [38][39][40]. Their learning curve and courage had the steepest increase at the beginning of their career.…”