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.934-945 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036076
Schlagwörter	Role; Teaching Experience; Formative Evaluation; Summative Evaluation; Learning Processes; Accuracy; Knowledge Level; Teacher Student Relationship; Biology; Science Teachers; College Students; Science Instruction; Statistical Analysis + Suchen Sie Ihr Suchwort? Rollen; Learning process; Lernprozess; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01