2. The Five Questions
The first three questions (see chart below) set the goals for the tutor and student's work and are answered by the student in consultation with the tutor and perhaps the coordinator. The fourth question should be answered after a few sessions of working together. It's a way of providing continuous feedback on a student's progress. And the fifth question is answered when the Progress Review is completed -- after about forty hours of tutoring. This question provides the starting point for continuation of tutoring.

1. Where do I want to go? I would like to be able to...

2. What do I need to learn? What am I already confident about?

3. a) How am I going to get there? I will begin with... Later I will work on... These activities may be useful... What resources will I need?

b) How will I know when I've got there? I will know I've got there when I can..., when I feel...

Lesson plans are based on the goals set here. After a few sessions of working together, the tutor and student answer the fourth and fifth questions:

4. How far have I got? I feel more confident about... I am still unsure of... The tutor is also asked to comment on the student's progress.

5. Where to next? The student and tutor decide what goals to continue working on. They may then use the first three questions again to help put the goals in writing.

3. The Progress Review
After a designated period of time (ALBSU recommends after forty hours of tutoring), the student and tutor complete the Progress Review by shading in sections of a bar graph that relates to their goals and elements. The Progress Review (see Table 1 for an example of a Progress Review) is an assessment grid that is "a see-at-a-glance summative record of progress made over time, supported by the formative assessment of the 5 Questions" (Progress Profile, Handbook, 16). It attempts to express the student's progress towards personal negotiated goals. It also recognizes that the application of new skills is an important measure of progress. Students are
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