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NCHPAD - Building Healthy Inclusive Communities

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Step 8: Monitoring Progress


It is important that progress of all the students, including those involved in the peer tutor program, is documented. Just as the instructor makes use of assessment data, the peer tutor can also learn how to effectively collect data. After data are collected, the instructor should check on progress and observe the tutors periodically to make sure data are being collected accurately. There are several ways peer tutors can collect data. The first is through the use of a process checklist. A process checklist contains a breakdown of skills into component parts, also known as task analysis. The peer tutor can observe the student executing the skill and check off the components that were done correctly. The second way to collect data is through the use of rubrics (Block, Lieberman, and Conner-Kuntz 1998). The peer tutor can mark off which level the student reaches during each class period. A third way to collect data is by simply tallying opportunities. The student must execute a skill such as push-ups, kicking, walking across a beam, moving through an obstacle course, or running laps around the gymnasium. Each time the student accomplishes a task that can be tallied, the tutor makes a hash mark. This system allows instructors to note how often the student is engaged in activity. For those skills that cannot be tallied, tracking time on task, or how long the student is engaged in the activity, is another way to collect data.

 

Peer Tutoring Rating Scale

Skill: Dribbling
Tutor: Follow these steps.
1. Tell your partner to complete Task #1.
2. While your partner completes the task, rate their dribbling by placing a checkmark in the category that best describes his/her performance ("Always," "Sometimes," or "Never").
3. Move onto the next task and repeat step 2 until all the tasks are finished.

 

Task #1: Dribble while standing stationary
Skills Always Sometimes Never
Uses fingertips      
Looks forward, not at ball      
Knees are bent      
Dribbles at waist level      
Has control of the ball      
Can use both hands      

It is also important to monitor progress of the peer tutors. This can be done informally through feedback, in meetings before or after class, or in between units. The process can also be more formalized with the utilization of a peer tutor evaluation form (see below). This form can be filled out during the program, at the end of the program, or both, to give the tutor feedback on his or her performance.

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Peer Tutor Evaluation Check List

Name: ____________________________________ Date:____________
Evaluator: _________________________ Period:___________________
Name of tutee: __________________________________________
Code box
+ Very good
* Good
*I Progressing
- Needs work
Tutor Performance Assessment
___ Ability to cue appropriately
___ Ability to model appropriately
___ Ability to physically assist as needed
___ Ability to maintain data
___ Ability to work well and cooperatively with teacher and peers
Comments:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Suggestions for improvement:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Signature of peer tutor: _______________________Date: ____________
Signature of teacher: _________________________Date: ____________

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