Shawn Ford
ED299W
Spring 1997
CAT No.1
CAT Name: Tutor Survey
Area Assessed: Tutor opinions
Classes: Hist. 152 M, W 5:30 p.m. - 6:45 p.m. & T, Th 7:00 p.m. to 8:15
p.m.
Date of Assessments: M, W class - 4/14/97; T, Th class - 4/15/97
Introduction
I chose to conduct this particular CAT with its associated questions to try
to get feedback from the students about the workshops and about the tutoring
sessions. I wanted to assess these areas because these were the focus of my
ED 299W course. I wanted to find out from the students if the workshops were
beneficial to them in ways other than just for receiving extra credit. I also
wanted to find out if the tutoring sessions had been helpful to them and if
there were any ways that the sessions could have been improved. After deciding
the kinds of questions that I wanted to ask, I met with my practicum teacher
to discuss exactly how the questions were going to be phrased.
Methodology
I conducted one CAT for each practicum class during the first five minutes of
each class. First, I wrote the following three questions on the blackboard:
1. a) Did you attend any of the tutoring workshops? b) If "Yes", are
you using any of the techniques? Which ones?
2. a) Have you used the history tutor at any time during the semester? b) If
"Yes", what for? c) Was it beneficial? In what ways?
3. How could the tutoring be improved?
I then read over the questions and explained that questions #1 and #2 were two
part questions. I told them that if they answered "No" to the first
parts, they did not need to answer the second parts. I asked them to be as specific
as possible in the time allowed. I informed them that the CAT was anonymous,
so they should not write their names on their papers. I then passed out half
sheets of paper to each of the students, told them to write their responses
on the sheets, and told them that they had five minutes to write down their
answers. After the five minutes had passed, I collected their responses and
informed them that I would be giving them the results of the CAT at the next
class session.
Results
All 48 students who attended the sections of the practicum class when the CAT
was conducted gave responses. The results are show in the tables below:
Question #1
Attended W/S: Using
Strategies:
No: Yes:
No: Yes:
--- Listening: Notes: Exams: N/S:
#: 22 26
2
{24 8
18 4
2}
%: 46% 54% 8%
{92%
33% 75%
17% 8%}
Question #2
Used Tutor: Why:
Beneficial:
No: Yes:
--- Study: Clarify: Misc.: No: Yes:
#: 34 {14 6
5 3
0 14
}
%: 71% {29% 43%
36% 21% 0%
100%}
Question #3
Time: Speak Louder: More
W/S: Misc.:
#: 10 1
1
2
As the table for question #1 indicates, more than half of the respondents attended
at least one workshop. This figure is consistent with the figures that are from
the workshop report. Of those students who attended workshops, 94% of them said
that they have put at least one of the strategies into practice. The strategy
most used was the note taking technique at 75%. The last column indicates "nothing
specific" (N/S), meaning that the students did not list a specific strategy.
The table for question #2 shows the number of students who had used the tutor
at least once before the time that the CAT was assessed. Nearly 1/3 of the respondents
had used the tutor, and 100% of those said that the tutor was of benefit to
them. Most of the students who had seen the tutor for studying (43%) or for
clarification (36%). The "Misc." column included one each for hints,
class projects, and better grade.
Table #3 shows the responses for tutor improvement. The majority of those who
responded said something about the tutoring time could have been different to
fit in with their schedules. One student said that the tutor needed to speak
louder. Another student suggested more workshops, even though that student attended
only one of the workshops offered by the tutor. The "Misc." column
included more extra credit and clarifying each days' lectures.
Discussion
Overall, the CAT was very informative. I actually found out information that
I was looking for and that I had anticipated. The biggest surprise to me was
the high number of students who said that they were practicing at least one
of the strategies that had been shown in the workshops. Several of those students
even said that they were using more than one of the techniques. I guess that
I just thought that the students would forget all about the strategies once
they had turned in their workshop summaries. However, these strategies were
helpful enough that many students began using them.
I asked the second question more to find out how the tutoring had been helpful
to the students. I found out pretty much what I had expected. It was good to
know that all of the students who used my services found them helpful.
Finally, regarding the hints for tutor improvement, I had anticipated many students
to suggest different or expanded tutoring times. Over the course of the semester,
several students had asked me if I could be available at other times. Availability
is a concern and a problem for many students these days who are busy with work
and families as well as school. The two surprising bits of advice that I got
were the ones concerning speaking louder and offering more workshops. I had
no idea that I was speaking too quietly, and I immediately began to speak louder
to correct that problem. As for more workshops, I do wish that I had more time
that semester to hold more workshops, because I really enjoyed doing them.
contents (c) 2001 Shawn Ford/ Webb-Ed Press
sford@hawaii.edu