The Need for Program Theory and Implementation Fidelity in Assessment Practice and Standards. Occasional Paper No. 51

Autor/inn/en	Finney, Sara J.; Wells, Jennifer B.; Henning, Gavin W.
Institution	National Institute for Learning Outcomes Assessment
Titel	The Need for Program Theory and Implementation Fidelity in Assessment Practice and Standards. Occasional Paper No. 51
Quelle	(2021), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Implementation; Fidelity; College Outcomes Assessment; Behavioral Objectives; College Programs; Theories; Program Evaluation; Higher Education + Suchen Sie Ihr Suchwort? Studienprogramm; Theory; Theorie; Programme evaluation; Programmevaluation; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	On their own, student learning and development outcomes assessment data have limited utility for improving programming. We believe outcomes data should not be collected until two fundamental questions can be answered: "Why should this programming result in the desired outcome?" (i.e., program theory) and "Was the intended programming actually experienced by students?" (i.e., implementation fidelity). Some assessment professionals may find this proclamation radical. Our call is fueled by the creation of unjustified programming and curriculum, coupled with the collection of outcomes data that are not used for improvement efforts. We contend that it is only after program theory is articulated that faculty and student affairs professionals can collect relevant, useful outcomes data. Moreover, valid inferences from outcomes data are contingent on knowing what programming students experienced. This "expanded" assessment practice has potential to afford better-designed, more impactful, research-informed programming to students. As our students have opportunities to engage in well-implemented, should-be-effective programming, their learning should demonstrably improve. Thus, we call for professional standards and professionals themselves to integrate program theory and implementation fidelity into outcomes assessment practice. (As Provided).
Anmerkungen	National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01