Re: Tutor Evaluation

[Stephen Newmann <newmann@msmary.edu>]

Jeanne, a number of years ago my wife and I were seeing a marriage
counselor.  Perhaps the best thing I got out of those visits was a
strategy that is nearly exactly what you mention below.  However, the
counselor gave us three questions to ask rather than the two you mention.
I have adapted the questions and used them in any number of situations
other than my marriage relationship.  They have always worked....
1.  What has been good about this past week (or whatever is under
consideration)?
2.  What would you change?
3.  How would you change it?

I think these would apply equally well to the eval. of tutoring in the
w.c.

				--stephen newmann

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 |   Stephen Newmann                                                  |
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On Thu, 7 Nov 1996, Jeanne H. Simpson wrote:

> Jon, et al...
> 
> I have a couple of observations about tutor evaluations.  First, I applaud
> efforts to conduct evaluations and urge everyone to do it. Tutors are
> performing professional work and should be evaluated as professionals are.
> I don't mean that they should meet an unreasonable standard. But I do mean
> that they can point to the existence of an evaluation process as evidence
> that they are regarded as professionals.  It is another way of
> establishing credentials.
> 
> While the content and format of evaluations can vary considerably (context
> is everything indeed), documentation should be maintained as consistently
> as possible.  This also is part of the matter of establishing
> professionalism. 
> 
> I learned a really simple and effective (incredibly effective)
> method for immediate evaluation/assessment of an "intervention" recently;
> I was serving an internship at a conflict resolution firm.  After each
> effort, the team members would discuss the intervention in response to two
> questions:  what worked?    next time, what should we do differently?
> 
> Implicit, of course, is the why?  
> 
> I liked this assessment/evaluation tool because it is simple and also
> because it doesn't contain an accusation (what did you do wrong?)--it
> looks forward and encourages improvement while affirming successes.
> 
> Jeanne Simpson
> csjhs@eiu.edu
>