ABSTRACT
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.
