In this study we compared the accuracy of tutors’ assessments of their students’ general competence, conceptual knowledge and affective state in two different tutoring contexts: face-to-face (FTF) and computer-mediated (CM). We found that the accuracy of tutors’ assessments of their students was dependent on both the type of student information that was assessed, and, to a lesser extent, the tutoring context . Only tutors’ assessments of their students’ general competence, as opposed to their assessments of their students’ individual conceptual knowledge or their students’ motivation, was affected by the manipulations.
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