NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1012081
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0022-0973
Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors
Herppich, Stephanie; Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander
Journal of Experimental Education, v81 n2 p242-260 2013
Tutors often have difficulty with accurately assessing a tutee's understanding. However, little is known about whether the professional expertise of tutors influences their assessment accuracy. In this study, the authors examined the accuracy with which 21 teacher tutors and 25 student tutors assessed a tutee's understanding of the human circulatory system in the course of tutoring. The authors found that the teacher tutors were more accurate than were the student tutors in assessing whether a tutee had a low or high level of knowledge about concepts relevant to the human circulatory system. In addition, in comparison with the student teachers, the teacher tutors more accurately assessed the number of concepts that a tutee would know. However, the teacher tutors and the student tutors did poorly in assessing a tutee's mental model of the human circulatory system even though the teacher tutors were more aware of their assessment difficulties than were the student tutors. (Contains 3 figures and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A