Actionable Steps for Engaging Assessment Practitioners and Faculty in Implementation Fidelity Research

Autor/inn/en	Smith, Kristen L.; Finney, Sara J.; Fulcher, Keston H.
Titel	Actionable Steps for Engaging Assessment Practitioners and Faculty in Implementation Fidelity Research
Quelle	In: Research & Practice in Assessment, 12 (2017), S.71-86 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-4210
Schlagwörter	Fidelity; Program Implementation; Intervention; Higher Education; Data Collection; Educational Research; College Faculty; Evaluators + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Data capture; Datensammlung; Bildungsforschung; Pädagogische Forschung; Fakultät
Abstract	Implementation fidelity data indicate to what extent the delivered educational intervention (e.g., pedagogies, curricula) differs from the designed intervention (Gerstner & Finney, 2013; O'Donnell, 2008). Fidelity data help practitioners make more accurate inferences regarding program effectiveness (Dumas, Lynch, Laughlin, Smith, & Prinz, 2001). However, implementation fidelity research is underused in higher education (Berman & McLaughlin, 1976; Dhillon, Darrow, & Meyers, 2015). Institutional and programmatic assessment cycles typically omit implementation fidelity processes. Moreover, there are too few didactic examples of how to engage in implementation fidelity (O'Donnell, 2008). Thus, we provide actionable steps for gathering implementation fidelity data. Practitioners who adopt these steps will be well-positioned to conduct fidelity research as part of assessment processes. They will also be able to draw more valid inferences from assessment data and make more informed decisions regarding interventions. Fidelity research can help higher education evolve from an assessment culture to a learning improvement culture. (ERIC).
Anmerkungen	Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01