Standards Outcomes And Assessments Levels 2 & 3 Tutor .
Standards Outcomes andAssessmentsLevels 2 & 3 Tutor TrainingProgramsAuthors:Roberta Schotka, Wellesley College, ITTPC CoordinatorTina Kondopoulos, Northeastern University, ITTPC ReviewerShawn O’Neil, University of North Carolina Greensboro, ITTPC ReviewerRick Sheets, ITTPC Reviewer and former ITTPC CoordinatorEditor:Shawn O’Neil, University of North Carolina Greensboro, ITTPC Reviewer
Levels 2 & 3Standards, Outcomes & AssessmentsContentsGeneral Information . 2Standards for Tutor Training . 2Outcomes for Tutor Training . 2Possible Assessments. 3How to Differentiate Among the Three Levels . 4Level 2 Standards, Outcomes, and Possible Assessments . 5Topic: Review of Level 1 topics . 5Topic: Use of Probing Questions . 5Topic: Brain Dominance Learning . 6Topic: Cultural Awareness, Intercultural Communications, Diversity, and Special Needs Students. 7Topic: Identifying and Using Resources . 8Topic: Tutoring in Specific Skills or Subject Areas . 9Topic: Assessing and Changing Study Behaviors. 10Level 3 Standards, Outcomes & Possible Assessments . 11Topic: Review of Levels 1 & 2 topics . 11Topic: Self-regulated Learning, Brain Learning, and Memory . 12Topic: How to Tutor Target Populations . 13Topic: The Role of Learning Centers in Higher Education. 13Topic: Structuring the Learning Experience . 14Topic: Training and Supervising Other Tutors (Supervisory Skills) . 15Topic: Group Management Skills (Group Interaction and Group Dynamics) . 1611/13/15Page 1ITTPC Standards Levels 2&3
General InformationStandards for Tutor TrainingStandards are broad statements that identify the knowledge and skills that tutors should acquire in theirtraining and preparation. In the application and summary chart, the standards are listed as the “areasand topics” covered in your tutor training.Consider the following points:1. Your training must include at least eight topics for a minimum of 10 hours of instruction atLevel 1, five topics for an additional 10 hours at Level 2 (including a review of Level 1), andfive topics for an additional 10 hours of instruction at Level 3 (including a review of Levels 1and 2).2. When similar topics are included on the same line of the ITTPC required topic list, you maychoose to include one or more of the topics; however, multiple similar topics will “count” asonly one of your possible topic choices.3. Be aware of how you are utilizing the minimum of 10 hours of training. While the logistics ofyour program and your institution are important, the bulk of your training time should focuson the skill-specific content required by the ITTPC. We recommend a minimum of 30minutes for each ITTPC topic; however, you may find that two or more hours may beneeded for more complex topics or to help your tutors gain the desired level ofunderstanding and skill application.4. Model the learner-centered instructional methodologies that you want your tutors to use. Inother words, make sure that your training provides numerous hands-on opportunities foryour tutors. Try incorporating small-group discussions, role playing, case studies, actualscenarios, role reversal, share-pair, modeling, and other interactive methods. Minimize thetrainer-centered lecture method whenever possible.Outcomes for Tutor TrainingOutcomes are the specific behaviors, information, and skills that you want your tutors to incorporateinto their tutoring work. Outcomes can also be referred to as “goals,” “objectives,” or “learningobjectives.” Outcomes are the intended result of your tutor training.Consider the following points:1. Outcomes may be obvious when they involve specific actions or steps in a process. But theymay be less obvious when they involve a change in belief, attitude, or opinion.2. In order to be effective, you must be able to observe and measure the outcomes over boththe short and long term. If you cannot assess whether an outcome has been achieved, youmay wish to reconsider setting it as a goal.3. By making your intended outcomes very clear during tutor training, you will increase thelikelihood that your tutors will learn and demonstrate the skills you are teaching them.11/13/15Page 2ITTPC Standards Levels 2&3
Trainers who omit this important step in the training process have less-effective trainings asa result.4. Be sure your intended outcomes are specific. For example, indicating that you want tutorsto “demonstrate effective tutoring skills” is very vague and open to individualinterpretation. However, stating that you want the tutor to “greet each student at the startof the session, write down the specific goal for the appointment as articulated by thestudent, and reserve two to three minutes at the end of the session for the tutee to statewhat was accomplished” is far more specific and therefore more likely to be accomplishedand measured.Possible AssessmentsThe Possible Assessments section of your application describes specific activities in your training thatshow how you evaluate and measure the effectiveness of your intended learning objectives oroutcomes. Assessment is your observation and evaluation process and needs to be specific and clearlyevidenced. The most effective assessment strategies include both formative and summative evaluations,which, when used together, can help you determine whether your training results in a specific set ofattitudes, behaviors, and skill sets for both short- and long-term tutor effectiveness.Consider the following points:1. How do you communicate specific learning activities and desired outcomes to your tutors?2. How do you teach the specific skills, attitudes, and behaviors?3. What materials and methods do you use to teach?4. How do you determine that the tutor has learned and can apply the skills, attitudes, andbehaviors?5. What level of competency or mastery is considered sufficient for the learning task?6. What evidence can you share with the reviewers that clearly demonstrates items 1-5?11/13/15Page 3ITTPC Standards Levels 2&3
How to Differentiate Among the Three LevelsLEVEL 1At this stage, don’t assume that the tutor has sufficient background knowledge in anything but thecontent area. Introduce your tutors to tutoring according to the policies and procedures that governyour program, in keeping with your institutional requirements and institutional culture. Even if a tutorhas prior tutoring experience, s/he is not likely to be familiar with the nuances of your program. As ageneral rule, it is best to provide at least an introduction to tutoring that includes the job description;policies and procedures; how to start and end a session; and tutoring do’s and don’ts, before the tutorbegins working with tutees. The remainder of Level 1 topics can be learned in conjunction with actualtutoring, to give your tutors an opportunity to reflect on the training in the context of actual tutoring.Upon completion of the requirements at this level of training, the tutor will be a Certified Tutor.LEVEL 2As the name implies, the Level 2 tutor has successfully completed Level 1 training and has accrued aminimum of 25/50 contact hours of actual tutoring. The tutor continues to demonstrate mastery overthe skills, attitudes, and behaviors in Level 1 training and is now ready to delve deeper, drawingconnections between the "skills" of Level 1 and the underlying philosophical and psychological aspectsof successful tutoring, specifically how one's worldview influences both one’s tutoring and learning. TheLevel 2 topics are more reflective than those of Level 1, and your outcomes and underlying activities andassessments should therefore provide more opportunity for reflection and introspection on the part ofthe tutor. Upon completion of the requirements at this level of training, the tutor will be an AdvancedCertified Tutor.LEVEL 3Training at this level is intended for the experienced tutor who is interested in learning introductorymanagement techniques, including the theoretical basis for Learning Center/Tutorial Program services,goals, and objectives. The tutor should be given additional training and assume additionalresponsibilities, which may include the following: engaging in planning services, organizing activities,assisting in training, and creating and completing center-based special projects. The Level 3 tutor willexplore applied learning theory at greater depth than Level 1 and 2 tutors. Upon completion of therequirements at this level of training, the tutor will become a Master Certified Tutor.11/13/15Page 4ITTPC Standards Levels 2&3
Level 2 Standards, Outcomes, and PossibleAssessmentsTopic: Review of Level 1 topicsSTANDARD:The Advanced Tutor understands how to apply the skills, attitudes, and behaviors learned in Level 1training and appropriately incorporate these strategies into tutoring sessions.OUTCOMES:The Advanced Tutor will perform all of the requirements of the job description with few, if any,errors or omissions. The tutor will comply with program, departmental, and institutional policiesand procedures and will incorporate the expressed “do’s” and avoid the “don’ts” as outlined inLevel 1 training. In addition the Advanced Tutor will practice learner-centered communication skillsthat allow the tutee(s) to determine the scope, content, and pace of the tutorial session, taking intoaccount tutee learning preferences. The Advanced Tutor will act as a role model, demonstratingbehaviors such as coming to each tutorial session prepared with the appropriate course materials,using a planner to schedule subsequent appointments, and opening and closing the session usingthe protocol outlined in Level 1 training.POSSIBLE ASSESSMENTS: The supervisor observes the tutor carrying out all of the skills, attitudes, and behaviors includedin Level 1 training. The Advanced Tutor explains the procedures for conducting a tutorial session, including goalsetting, timing the sessions (beginning and ending), and questioning and communication skills. The tutor will score at least an 85% on a formal written assessment covering Level 1 topics.Topic: Use of Probing QuestionsSTANDARD:One of the goals of tutoring is to help students become more active, intentional, and focusedlearners. The Advanced Tutor facilitates this process by promoting critical thinking and reflectiveresponses from tutees, while providing appropriate content-specific assistance.The Advanced Tutor incorporates the various stages of Bloom’s Taxonomy of EducationalObjectives into the development of questions appropriate for the course content and the tutee’slevel of preparedness.11/13/15Page 5ITTPC Standards Levels 2&3
OUTCOMES:The Advanced Tutor will be able to describe and differentiate among probing and clarifyingquestions, open- and closed-ended questions, and the Socratic Method. The tutor will determineand apply the appropriate questioning technique based on the course, assignment, tutee needs,and the task at hand. In addition, the tutor will be able to develop content-specific questions thatillustrate each question type and explain how and under what specific circumstances each questiontype is appropriate to use in a tutoring situation.POSSIBLE ASSESSMENTS: The Advanced Tutor explains the difference between a clarifying and probing question. The Advanced Tutor creates a clarifying question and re-words it such that it becomes a probingquestion by incorporating both open-ended and closed-ended questions, as well as the SocraticMethod. The Advanced Tutor describes the similarities and differences in each of the questioning modelsand identifies the appropriate circumstances for utilizing each questioning technique. Working in small-groups role play, tutors demonstrate asking questions from each of the fivecategories identified above (probing; clarifying; open-ended; closed-ended; and the SocraticMethod.) The Advanced Tutor creates--verbally or in writing--questions consistent with each tier ofBloom’s Taxonomy.Topic: Brain Dominance LearningSTANDARD:The Advanced Tutor can explain the theory of brain dominance in learning, identify the outwardindications of the learning preferences of both right- and left-brain dominant learners, and selectand incorporate appropriate strategies and activities into the tutoring session so as to encouragetutees to reflect on the content to uncover meaning and relevance in their tutoring experience.OUTCOMES:The Advanced Tutor will understand the essential premise and characteristics of brain dominancelearning theory including how it relates to one’s learning, thinking, worldview, and approach toproblem solving. The tutor will identify the attributes of each characteristic and its link to apreferred specific brain hemisphere. The tutor will be able to select/suggest tutoring activities andapproaches that address identified preferences, as well as some activities and approaches that canhelp to stretch abilities beyond the tutee’s normal comfort zone. The tutor can provide additionaltools and strategies for tutoring based on his/her understanding of brain dominance learning.11/13/15Page 6ITTPC Standards Levels 2&3
POSSIBLE ASSESSMENTS: When presented with a list of possible tutee approaches to problem solving, the tutor matcheseach approach with the appropriate brain-dominance characteristic and correctly labels each asright, left, or combined brain-dominance preference.Given subject-specific content, the tutor develops and delivers a variety of tutoring activitiesthat address specific brain hemisphere dominant traits.Given subject-specific content, the tutor suggests additional tutoring activities that are notpreferred but can help the learner adapt and gain a deeper understanding of the content.The Advanced Tutor compares and contrasts the common characteristics of both right-brain andleft-brain learners.Topic: Cultural Awareness, Intercultural Communications, Diversity, and SpecialNeeds StudentsSTANDARD:The Advanced Tutor recognizes how culture and cultural identity influence the way we perceive oneanother and behave toward one another. In addition, the Advanced Tutor is aware that perceptionsand behaviors can shape individual, cultural, and institutional practices, including tutoring.The Advanced Tutor recognizes that cultural diversity is achieved through cultural awareness,understanding, and acceptance. However, the tutor is also aware of factors that can impede culturaldiversity (such as bias, prejudice, discrimination, and stereotypes), as well as factors that can aidcultural diversity (such as cultural relativism, cultural pluralism, and multiculturalism).The Advanced Tutor recognizes that diversity can also include learning needs, age, gender, andmore, and that effective tutoring is achieved through awareness, understanding, and acceptance ofeach learner's specific needs. At this level, the tutor recognizes both the individual and universalneeds of diverse populations and can determine effective tutoring strategies to support thesestudents' specialized learning needs.Gaining an awareness of his/her own norms and behaviors, the Advanced Tutor is more sensitive tothe social and cultural influences having an impact on the tutee and will incorporate this awarenessand sensitivity into the work of tutoring.OUTCOMES:The Advanced Tutor should be aware of personal biases and keep them in check and away from thelearning process. The tutor will promote a learning environment where understanding, acceptance,and respect are paramount. Among the essential skills to be demonstrated by the Advanced Tutorare communication, flexibility, and awareness of perspectives other than one's own. The tutor willrecognize the potential for and difficulties created by prejudice, bias, stereotypes, and anethnocentric-viewpoint. The tutor will move beyond such limiting factors through opencommunication and a willingness to acknowledge and accept others’ perceptions, experiences, andcultural influences, and to see how these factors can “make or break” effective tutoringrelationships.11/13/15Page 7ITTPC Standards Levels 2&3
The Advanced Tutor will understand the important role that sociocultural identity plays in shapingone’s attitude towards learning and tutoring in particular, including communication style, outwardbehaviors, and inward emotions. The Advanced Tutor will effectively modify the tutoring approachin light of this understanding.POSSIBLE ASSESSMENTS: The Advanced Tutor defines the term “culture” and explains how culture influences learning andtutoring. The Advanced Tutor defines terms relevant to cultural diversity, such as prejudice,discrimination, and stereotypes (positive and negative). The tutor is able to explain, in writing orpresentation, how these terms are important to understanding of tutoring relationships.The Advanced Tutor writes a well-thought-out essay explaining the differences among thefollowing “isms”: ethnocentrism, sexism, ageism, ableism, racism, classism, and anti-Semitism.The Advanced Tutor cites three specific examples of cultural norms from her/his ownbackground that may influence tutoring (such as eye contact, specific clothing, mixed-gendertutoring pairs, and family expectations) and discusses how these examples may impact atutoring relationship.The Advanced Tutor is observed using culturally-appropriate language that encourages thetutee to express culturally defined preferences and needs and allows for diverse viewpointsand practices in the tutoring session.The Advanced Tutor correctly identifies strategies used to address a student's identified needsduring a role play or from a recorded tutoring session.After viewing a mock tutorial session, the Advanced Tutor points out at least 5 of 7 examples ofhow the actors of both tutor and tutee roles allowed their biases to influence the tutoringsession. The tutor will be able to cite specific ways that both the tutor and tutee could haveacted/reacted differently.Topic: Identifying and Using ResourcesSTANDARD:The Advanced Tutor is familiar with tutoring, academic, and student life materials and resourcesavailable within the tutoring program as well as the larger college community. The Advanced Tutorcan recommend
The Level 3 tutor will explore applied learning theory at greater depth than Level 1 and 2 tutors. Upon completion of the requirements at this level of training, the tutor will become a Master Certified Tutor. 11/13/15 Page 5 ITTPC Standards Levels 2&3 Level 2 Standards, Outcomes, and Possible .
Plan and conduct assessment of learning outcomes Level 5 Level TBA: Pre-2009 was L5 15 Complete OUTCOMES of this Unit Standard Those who have achieved this unit standard will be able to: Demonstrate understanding of outcomes-based assessment. Prepare for assessments. Conduct assessments. Provide feedback on assessments. Review assessments. Adapted Learning Material .
Standards and risk assessments can be used in different policy settings . This section will explore the three main policy settings that occur within the department and how standards and risk assessments have been used in each . Policy officers should consider whether their policy setting is suitable for using standards and risk assessments to
Proficiency bands Following the introduction to the language element, learning sequences with targeted strategies are provided for 4 proficiency bands: LEAP Levels 1-4 and leaping to levels 5-6 LEAP Levels 5-6 leaping to levels 7-9 LEAP Levels 7-9 leaping to levels 10-12 LEAP Levels 10-12 leaping to levels 13-14.
Risk Assessment 10 Techniques INFORMATION IN THIS CHAPTER † Operational Assessments † Project-Based Assessments † Third-Party Assessments INTRODUCTION Once you have a risk model and a few assessments under your belt, you will want to start thinking strategically about how to manage the regular operational, project, and third-party assessments that will occupy most of your time as a risk .
Assessments. (2016). This study examined how public schools used kindergarten entry assessments, what types of public schools used kindergarten entry assessments, and whether the use of kindergarten entry assessments was correlated with student early learning assessment scores in reading and math in s
Schools have a variety of assessments available and must make sound decisions about the pros and cons of these assessments. T\൨e interim assessments provide a variety of benefits that are not necessarily available with other assessment platforms. These 對are short, focused assessments that provide data quickly to teachers.
Distinguishing between different types of assessments 3 To better understand where and how formative assessments fit into an assessment system, it is important to first draw a clear line of distinction among the types of assessments. Formative, short-cycle assessments: Formative assessments provide crucial information about student learning.
ASTM A 6/A 6M ASTM A153/A 153M ASTM A 325 (A 325M) ASTM A 490 (A490M) ASTM A 919 ASTM F 568M Class 4.6 . Section 501—Steel Structures Page 2 501.1.03 Submittals A. Pre-Inspection Documentation Furnish documentation required by the latest ANSI/AASHTO/AWS D 1.5 under radiographic, ultrasonic, and magnetic particle testing and reporting to the State’s inspector before the quality assurance .
