Tutorial Sessions: Expectations and Rubrics
A key resource in breaking down the de-personalizing nature of Distance Learning study is the ability to have actual conversations with instructors on a one-on-one basis. The Institute’s programs provide for such sessions in person for those students who are in the San Francisco Bay Area; and for those who are not, makes use of the free Skype software to enable live video conversations between students and instructors.
Following the Oxford Tutorial model, courses and modules provide for ‘tutorial’ sessions with your instructors, which are (generally) hour-long, one-on-one discussions with your teacher on a given theme or topic. The instructor will guide the discussion as you go; but these tutorial sessions also allow you to speak freely and openly with the teacher, asking questions, sharing thoughts, and exploring material in new ways, together.
We encourage you to read more about the Institute’s ‘Oxford-style Tutorial’ model, especially in advance of your first tutorial, in order to make the most of these important sessions.
Grading and Rubrics
Most tutorial sessions are graded on a standard 0-100 point percentage scale, though some may be marked on a 0-10 scale and given a lesser weighting within a course.
The weighting of tutorial session marks within a module’s overall course grade will be described in the assessment critiera document in the module’s VLE resource suite.
The course instructor who leads the tutorial session with you will assign a grade at the end of the tutorial, using the following rubrics:
Engagement with subject matter and learning materials (60%)
The conversation demonstrates an engagement with the learning materials prescribed (e.g. reading of assigned texts, attendance to the points made in lectures); the conversation demonstrates a developing comprehension of the key subject matter; etc.
Attentive dialogue and engagement (40%)
The student actively participated in the dialogue of the tutorial conversation; the student responded directly to questions asked, and asked questions when clarity was required; the student was committed to using the tutorial session to further his/her learning, exemplified in attentive listening, engaged responses, and a cooperative dialogue on the subject matter; etc.