Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment.

Autor/inn/en	Herppich, Stephanie; Wittwer, Jörg; Nückles, Matthias; Renkl, Alexander
Titel	Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment.
Quelle	In: Journal of educational psychology, 106 (2014) 4, S. 934-945Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0036076
Schlagwörter	Wissen; Pädagogische Diagnostik; Lehrer; Lernen; Unterricht; Erfahrungsniveau; Merkmal; Tutor
Abstract	Examined whether and how the information gathered in formative assessment can be used by tutors not only to adapt instruction to enhance learning but also to form a summative judgment of the tutee's learning after tutoring. An empirical study was conducted with 46 tutor-tutee dyads that examined a tutor's formative assessment in response to a tutee's knowledge deficits. Materials included a passage from a biology textbook and a multiple-choice concepts test. 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. The 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/1