Learning Services
Tutee’s
Understanding/Capacity:
Before-During-After
Tutee Assessment Rubric
1 – Beginning
2 – Developing
3 – Proficient
4 – Excellent
-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: Wellprepared for class and
tutoring
-DURING tutoring
was engaged
-AFTER tutoring
reviewed material
-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
- 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
-Little self-awareness
regarding academic
strengths/weaknesses
- Vague plans to
achieve goals
-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
-Some self-awareness
regarding academic
strengths/weaknesses
- Sets mostly realistic
goals
-Consistent selfawareness regarding
academic
strengths/weaknesses
- Sets realistic goals
-Makes concrete,
written plans to
achieve goals
=METACOGNITION
Outcome: Before-DuringAfter model
Study Skills**
Outcome: Awareness and
implementation of study
skills
Independence
Questions: Tutee comes
to session with questions;
able to anticipate exam
questions.
Effort: tutee makes honest
effort
Reflection
Outcome: tutee is aware
of metacognition:
knowing yourself and how
you best learn
Fall 2015
-No self-awareness
regarding academic
strengths/weaknesses
-Has unrealistic
goals
*some information adapted from the Paul-Elder critical thinking framework
-------------------------------------------------------------------------------------------------------------------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
1. Critical Thinking
Example
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