Whose View of Implementation Fidelity? Consistency of Observations, Self-Reports, and Supervisor Reports

• In Event: Use of a Variety of Models and Frameworks to Investigate Fidelity of Implementation

Abstract

This study compares multiple measures of implementation fidelity: teachers’ self-ratings, principal’s ratings of teacher fidelity, trainer ratings, and evaluator observation ratings. This comparison was designed to help determine the best ways to represent implementation fidelity in analyses of student achievement. Among the 30 urban, mid-western teachers implementing Read Right Primary Core Curriculum (a newly developed kindergarten through third-grade program that taught daily 30-minute small-group reading lessons) principal and trainer ratings were highly correlated (r = .61, p = .001), but other ratings were not significantly correlated. Therefore, principal and trainer ratings may not both be needed in analyses of student achievement, whereas the other ratings may measure unique constructs and should be considered for inclusion in analyses of student achievement.

Authors

• Caitlin Scott, Education Northwest

• Elizabeth Autio, Education Northwest

• Jason Greenberg Motamedi, Education Northwest

• Angela Roccograndi, Education Northwest