Problems and possibilities in evaluating one-to-one language and academic skills teaching.

Universities fund Language and Academic Skills (LAS) programs in the hope that we can contribute to higher education’s 3Rs -- results, retention, and reputation – but the extent and nature of our contribution are not easy to determine. One-to-one teaching (1:1) in particular, which forms a substantial component of many LAS programs, can be difficult to evaluate. Each session is unique; each deals with different needs, in different ways. Individual consultations are private and not open to scrutiny. In the absence of established guidelines in the literature on evaluation, there is a particular challenge here for those who wish to "develop performance indicators which match OUR goals" (McLean & Perez, 1997, 131). This paper looks at problems in interpreting some of the usual indicators of successful teaching -- students' marks, their persistence, and the satisfaction they express -- and suggests some ways of gathering meaningful data to supplement and check the information that such indicators can provide.

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Kate Chanock
Year of publication: 
Place of publication; Publisher: 
Melbourne; VLLN
Title of Journal, Edited book or Conference and Page numbers: 
Academic Skills Advising: Evaluation for program improvement and accountability (pp. 199-221).
Janis Webb
Patricia McLean
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