How can completing a record form for a personal tutorial enhance, rather than detract from, the quality of the one-to-one personal interaction between tutor and student?
If personal tutorials turn into form-filling sessions, we will have lost a lot. This is not the intention. The record should not be the central purpose of the tutorial. The record form should include a basic agenda to provide a default structure for each scheduled tutorial, to guarantee that a common set of points is covered for all students. This is the quality assurance element in the system. A tutorial might start from the agenda and return to it at the end to complete the record, but the quality of the discussion which comes in between is the crucial part. At the same time, the partnership of tutor and tutee in recording the outcome of that discussion is very helpful in three ways: • it documents the effectiveness of the schools’ personal tutoring for QA purposes • it clarifies aspects of the student’s performance on the course in such a way as to enable them to go away and make progress (compare best use of records of research supervisions) • it ensures that both tutor and tutee h
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