Essex Campus
Date
Tutor Observation
Read each statement. Then circle the response at the right which most accurately describes how the
strategy was performed for this tutoring session. Be honest in your response. This is a tool to promote
improvement and growth, not an evaluation of total tutoring performance.
1. Outstanding – exhibits superior qualities; professionally skilled. Needs no guidance.
2. Proficient – exhibits strong qualities and consistent success. Occasional direction needed.
3. Adequate – exhibits acceptable qualities or performs generally successfully. Minimal direction is
needed.
4. Needs Improvement – unfamiliar with strategy. Assistance and guidance need.
5. Not applicable – indicates behavior was not experienced to be evaluated.
Step 1 Greeting
1a. Greeted tutee by name at the entrance.
1b. Displayed friendliness (smiled, gestured, etc.).
1c. Provided efficient seating arrangements.
1d. Encourage tutee to initiate the first task: to open book, to write,
to explain, etc. (i.e. tutor kept hands off tutee’s work.)
Step 2 Identification of Task
2a. Provided opportunity for tutee to state focus for the session.
2b. Used questions to clarify tutee’s immediate concerns.
2c. Restated tutee’s problem to help tutee understand what was need and to focus
on the day’s activities.
2d. Used empathetic statements to help tutee clearly define the problem
(i.e. “That can really be frustrating!” etc.)
Step 3 Breaking the Task into parts
3a. Encouraged independent work by asking tutee to break task or problem into parts
3b. Restated parts mentioned and provided opportunity for tutee to understand the
steps and time needed on each.
3c. Asked tutee to repeat the steps to solve the problem to confirm understanding.
(Now, what do we have to do?)
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Step 4 Identification of Thought process
4a. Asked tutee to explain his/her general approach for learning this type of problem.
(i.e. thought process, concept, etc.)
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4b. Helped tutee understand the basic format of the test and how it was used to understand
the thought process for solving the problem. Encouraged independent learning.
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4c. Helped tutee understand the use of other sources of information (i.e. Notes, handouts
workbooks, etc.) In solving the problem. Tutor was not the source of the information. 1 2
4d. Asked tutee to recite the general approach learned to insure his/her understanding
for solving this and other similar problems when studying alone.
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Step 5 Agenda
5a. Involved tutee in setting the agenda. (Used statements such as, “We have ___ minutes
how shall we use them?)
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5b. Required tutee to state agenda explicitly.
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5c. Readjusted agenda when necessary to help tutee assess time.
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5d. Had tutee restate adjusted agenda to help him/her play an active role in allocating
time on each task.
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Step 6 Addressing the Task
6a. Encouraged tutee to address task without overly directing him/her (i.e. “Where or
how should we begin?)
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6b. Appropriately responded but did not interrupt tutee’s thinking. Showed attention
without taking control.
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6c. Evaluated tutee’s work sparingly tied comments to work performed, not to the tutee 1
6d. Encouraged tutee to do more talking/learn. Tutor did not over explain /take control 1
6e. Waited for tutee to do, ask, speak, learn. Tutor did not interrupt or dominate tutee’s
time to learn
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Step 7 Tutee Summary of Content
7a. Encouraged or allowed tutee to summarize/explain what had been learned
(i.e. “ Let’s review for a minute.”)
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7b. Waited for explanation to run its course. Tutor did to interrupt or correct a misstatement.
Gave tutee opportunity to correct him/her or ask a question and pause.
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7c. Used tutee’s explanation to evaluate his/her understanding.
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7d. If understanding was incomplete returned to step 6.
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Step 8 Tutee Summary Underlying Process
8a. Had tutee summarize the thought process or approach learned in step 4.
(How did you work out this problem again?)
8b. Waited for tutee’s summary to run its course.
8c. Determined if tutee’s understanding would allow the completion of similar tasks
independent of tutoring.
8d. If understanding was incomplete, returned to step 7.
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Step 9 Confirmation
9a. After tutee explained the content (step 7) and process (step 8) tutor offered
congratulatory statement confirming that the tutee did in fact understand.
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9b. Confirming statements were tied to specific accomplishments, helping tutee know
what to keep doing independent of tutoring.
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9c. Used sincere, sparing praise and encouragement. Tutor did not overwhelm the
tutee with praise.
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9d. Tied negative statements to tutee’s work or to breakdown in the tutor/tutee interaction
(We really got off track.”), not to the tutee as a person.
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Step 10 What Next?
10a. Helped tutee anticipate what he/she will learn next that will connect to the problem
or task for which was sought.
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Essex Campus
10c. Asked questions like, “Where do you go from here in class?” or what do you do
next and how will what we’ve done help you?”
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Step 11 Arranging and Planning Next session
11a. Allowed tutee to make decision to return for another session. (Shall we meet again? Or
What can we do next time?)
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11b. If desired, tutor confirmed date and time for next session with tutee and staff.
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11c. If not desired, tutor encouraged return when necessary and informed staff of
scheduling needs.
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Step 12 Closing
12a. Ended session on a positive note.
12b. Thanked tutee for contribution made (i.e. being prepared).
12c. Walked tutee to the exit and ended with an appropriate closing
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Additional Comments/Observations/ Unusual circumstances needing description. (Attach paper if
need.)
Name of tutee:
Name of tutor:
Years Tutoring:
Evaluation completed by:
Adapted from The Master Tutor Guidebook, Ross MacDonald, PH.D.