Assessing Academic Support: The Effects of Tutoring on Student Learning Outcomes

Autor/inn/en	Hendriksen, Sharon Ishiki; Yang, Lifen; Love, Barbara; Hall, Mary C.
Titel	Assessing Academic Support: The Effects of Tutoring on Student Learning Outcomes
Quelle	In: Journal of College Reading and Learning, 35 (2005) 2, S.56-65 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
Schlagwörter	Program Effectiveness; Tutoring; Learning Centers (Classroom); Community Colleges; Academic Achievement; College Students; Student Educational Objectives + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Unterrichtsdifferenzierung; Community college; Community College; Schulleistung; Collegestudent
Abstract	This article describes the developments in the assessment journey of a tutoring academic support program in a community college. The goal of our study was to determine if the Learning Center was doing what it said it was doing and what it could do to improve its services. Traditionally, the center had been evaluated on such accomplishments as serving a growing number of students. In this study, the Learning Center made a significant shift to assessment in terms of student learning outcomes. This initial process was not without reversals and constraints, as the center reexamined its goals and searched for measures of student learning. While the results confirmed the center was meeting its student learning outcomes, the data and process also stimulated many questions. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10