Tutor Evaluation by Self-Assessment for Chabot College Tutorial Instructional Program
|Institution:||Northern California Graduate University|
|Advisor(s):||Sarah L. Lovett, Joe Canton, Sylvia Shue|
Society's evolving perception of the role of and value of higher education relates to education's role in employment. Employment is the most cited reason for school completion. The creation of peer tutoring programs was to improve the academic performance of underprepared students.
This study evaluated tutors registered in the Tutorial Training Course T-15 at Chabot College, Hayward, California. The Tutor Evaluation and Self-Assessment Tool (TESAT) was utilized to measure the tutors' performance. Thirty tutors performed the pre- and post-assessments. The instructor also evaluated the tutors with the TESAT, after the tutors' post-assessments to investigate the relationship between the tutors' and their instructor's perception of their tutorial skill.
The tutors rated themselves as being proficient. There was a moderate correlation between the tutors' and the instructor's assessments. Attempts are currently being made to certify Chabot College's Tutorial Instructional Program with the College Reading and Learning Association. This certification in the field of tutorial education will assist the enhancement of the tutoring profession.