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ERIC Number: EJ1049510
Record Type: Journal
Publication Date: 2014-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0022-0663
Addressing Knowledge Deficits in Tutoring and the Role of Teaching Experience: Benefits for Learning and Summative Assessment
Herppich, Stephanie; Wittwer, Jörg; Nückles, Matthias; Renkl, Alexander
Journal of Educational Psychology, v106 n4 p934-945 Nov 2014
In the course of tutoring, tutors have the opportunity to formatively assess a tutee's understanding. The information gathered by engaging in formative assessment can be used by tutors not only to adapt instruction in order to enhance learning but also to form a summative judgment in order to document a tutee's learning after tutoring. We report about an empirical study with 46 tutor-tutee dyads that examined a tutor's formative assessment in response to a tutee's knowledge deficits. The results showed that formative assessment during tutoring supported learning and improved the accuracy with which tutors summatively assessed a tutee's understanding after tutoring. At the same time, formative assessment was more pronounced in response to knowledge deficits that resulted from a tutor's deliberate elicitation of a tutee's understanding than in response to knowledge deficits that tutees spontaneously expressed on their own initiative. In addition, tutors with teaching experience not only caused tutees to express more knowledge deficits but also more often engaged in formative assessment in response to knowledge deficits than did tutors without teaching experience. This difference also explained why tutors with teaching experience were more accurate than tutors without teaching experience in summatively assessing a tutee's understanding after tutoring. Our findings suggest that the learning potential of knowledge deficits that tutees express largely depends on a tutor's formative assessment. In addition, when tutors engage in formative assessment they are able to form a more accurate picture of what a tutee has learned after tutoring.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A