1. Building better tutor training:
Using standards, outcomes, and assessments
Presented by: Kevin Knudsen, Marissa Loon, & Shawn O’Neil

2. Before we begin, why is this important?
Standards, Outcomes, and Assessments help create a tutor training program that:
Improves inter-rater reliability between multiple supervisors
Creates a supportive culture by developing clear expectations
Demonstrates tutor growth and development over time
Mitigates negative effects of professional staff turn-over
And best of all…
With clear outcomes, it is clear when your tutors are learning in your trainings, and when they need remediation and support.

3. Goals for the session: Define Standards, Outcomes and Assessments.
Explain the ITTPC requirements regarding SOAs.
Introduce “outcome-first” training development.
Demonstrate how to write clear and measureable SOAs.

4. Some best practices for training:
Tutors should always be aware of the standards and outcomes you expect of them: informed learners are better learners.
Training should use a mixture of formative and summative assessment types- - Assess early and assess often.
Assessment feedback should be specific AND as immediate as is practical. Answers the question: “If I wanted to improve, what could/should I do?”

5. How do these concepts affect your tutoring center?
Standards guide your outcomes.
Outcomes determine assessment.
Assessment guides your training.
Training creates your tutors.
Tutors help assess your students.
Students create your culture. .

6. What do we mean when we say…?
Standards: Broad areas of knowledge / skills
(“areas or topics”)
Outcomes: Specific behaviors and (usually) demonstrable skills
(“learning objectives”)
Assessments: Evaluative measures that demonstrate competence
(“checks or tests”)

7. Example for this session:
Topic: Developing standards, outcomes and assessments
Standard: Learning Center Professionals (LCPs) are aware of best practices regarding standards, outcomes, and assessments when developing training protocols.
Outcome: LCPs can define SOAs, locate SOA resources on the CRLA website, and can demonstrate how to use SOAs to develop a training session.
Assessment: LCPs will submit a sample lesson plan that includes clear and related standards, outcomes, and measurable assessments.

8. Example for CRLA ITTPC Topic:
Topic: Setting Goals and/or Planning
Standard: The tutor can effectively assist learners in planning personal academic goals, according to the criterion established during tutor training.
Outcome: The tutor will be able to explain the components of effective academic goals and can demonstrate effective goal development in the context of an individual tutoring session as well as a semester-long plan.
Assessment: Tutor creates a student handout outlining the steps of effective goal planning.

9. Activity: Guess the SOA!

10. Is it a standard, outcome, or assessment?
The tutor understands the definition of tutoring and how it is distinguished from other support roles (e.g. supplemental instruction, mentoring, teaching).
Is it a standard, outcome, or assessment?

11. Is it a standard, outcome, or assessment?
Tutors will be able to be friendly and welcoming to all students who enter our tutoring center.
Is it a standard, outcome, or assessment?

12. Is it a standard, outcome, or assessment?
Tutors will create a 2-minute video wherein they identify the Bloom’s Taxonomy level for at least three questions they asked in their last tutoring session.
Is it a standard, outcome, or assessment?

13. Is it a standard, outcome, or assessment?
The tutor will intentionally incorporate active listening and paraphrasing strategies into the tutoring session to ensure content understanding and enhance the tutoring experience.
Is it a standard, outcome, or assessment?

14. What does ITTPC require?
The new ITTPC application asks about your SOAs at each stage.
Training programs must use required number of topics
8 at level 1
5 each at level 2 and 3
For the required topics, CRLA has set standards, outcomes and suggested assessments. If you use “Other” topics, you need to develop your own SOAs.
The application requests two SOA samples at level 1, and one each for level 2 and 3.

15. ITTPC Example Topic: Role Modeling
Standard: The tutor understands the importance of serving as a role model for learners while tutoring.
Outcome: The tutor is able to explain, demonstrate and incorporate study habits and strategies consistent with those emphasized in tutor training.
Possible Assessments:
Tutor will create a handout or review video about SQ3R.
Tutor will develop a five-day study plan for their own classes, and discuss key elements they considered when creating their plan.

16. Other types of assessment:
Tutors could be asked to:
Watch a sample training and raise their hand when they hear an example of...
Match a given concept to its definition.
Explain where to find information related to X problem.
Identify an issue in an example and describe how to use training to correct it.
Define a term and write a short essay on how to use them in a tutoring session.
Write clear how-do guide or handout for students about a concept.

17. How do I develop my own Standards, Outcomes, and Assessments?

18. Where to Begin: SOA Guiding Questions
Standard: What does my ideal tutor know? Why is that important?
“Tutors can…” or “Tutors are…”
Outcomes: What can my ideal tutor do? What does that look like? “Tutors will be able to…” or “Tutors do…”
Assessments: How will I know they can do it? What can I see them do? “Tutors will…”

19. Design a Training Outline
Identify activities and discussions that directly relate to the outcomes you seek to develop.
If it doesn’t relate to the specific outcomes for your training program, DON’T USE IT!
For example, ICE BREAKERS--use them wisely to promote learning, not just camaraderie
Have every session involve:
At least one hands-on activity--case studies, role playing, T-charts, games
One discussion or debrief/connection
Direct instructional time
Assessment of some type (how do you know they’re picking up what you’re putting down?)

20. Sample Training Outline
5 min: Intro and preview
15 min: Interactive content delivery
5 min: Formative assessment
5 min: Clarification and correction
10 min: Activity or role-play
10 min: Debrief / discuss
5 min: Review key takeaways
5 min: Assessment
Later: Observe and Give Feedback
Much Later: End of Level Test?

21. Factors that might influence your training plan:
Length of training session
Size of the group
CRLA-Level
Room configuration
Presenter comfort level
Campus requirements
Time of day
Other content covered
Experience of tutors
Varying levels of dis/ability
Comfort between tutors
In-person vs. Online

23. A Guide to Outcomes: Use Bloom’s Taxonomy!
CRLA ITTPC Level
Bloom’s Taxonomy Level
Possible Verbs
Level 1
Knowledge
Comprehension
Match
List
Describe/Explain
Label
Identify
Level 2
Application
Analysis
Select
Compare/Contrast
Draw/Use/Diagram
Develop
Relate/Distinguish
Level 3
Synthesis
Evaluation
Plan/Produce
Justify/Prove
Create/Design
Re-teach/Present
Critique/Draw conclusion

24. Use Behavior-Based Assessment, too...
Think about what tutors can DO, in addition what they can SPOT and SAY.
Behavior-based observation should be a part of every tutor’s evaluation.
Ideal tutoring behaviors should be as objective as possible.
What does “friendly” mean?
Observers should be trained in what to see and how to talk about it.
Consider having separate observation systems for different levels…

25. Keep a hold of your slip-- we’ll use that again later!
Assessment Activity:
Pick a slip from the hat.
Brainstorm possible assessment for that outcome.
(Odd:Say / Even:Do)

26. I only have so much time in the day...
How can I have effective learner-centered training
AND frequent quality assessment?

27. Here are some ideas on how to marry the two...
Learner-Centered Methods
Socratic Questioning
Small-group discussion
Role Plays
Case-Studies or Scenarios
Problem Solving
Think- Pair- Share
Games and inquiry-based learning
Formative/Summative Assessment Systems:
Raise your hand if… / Polls
Formal Test / Quiz (in person or online)
Door passes
Role-Plays and mock sessions
Projects / Journals / Essays / Vlogs
Observation by more-knowledgeable other
Creation (handouts, ppts, training guides)

28. SOA Planning Activity:
Using the Standard and Outcome from earlier, begin planning an effective training session. Remember: each part of your training outline should be directly linked back to your standard and outcome!
What are our standards and outcomes?
What learner-centered activities will we use?
How will we do formative assessment?
How will we do summative assessment?
What resources might I need?

29. How can I use SOAs to build a better training?
You train tutors to use a Preview- View-Review model to structure their tutoring sessions.
However, when you analyse your observation notes, only 45% of your tutors review at the end of the session.
Key take-away: Your training on this model is not effective.
What can you do next??
How can I use SOAs to build a better training?

30. Questions?