We analyzed 44-one-to-one tutoring sessions in which undergraduates were tutored by graduate students on troublesome topics in research methods. The primary goal of this research was to determine the relationship between measures of student achievement and measures of student questions and answers. First, our results indicated that the quality of students' answers were the most reliable source for inferring student understanding. Second, the quality of the students' questions was only a marginal indicator of student understanding. And third, students' answers to tutors' comprehension-gauging questions (e.g., Do you understand?) proved to be very misleading in regard to student understanding.

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