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The proposed “expanded” assessment process enables valid inferences from outcomes evidence, supporting better-designed, more impactful, research-informed programming. The paper calls for embedding both elements into professional standards and practice.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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fidelity).",{"name":69,"@type":60,"acceptedAnswer":70},"How does the expanded assessment approach improve the validity of inferences from outcomes evidence?",{"text":71,"@type":63},"By ensuring that professionals know both the program theory behind effectiveness and the implementation fidelity, outcomes results can be used more accurately to identify needed program adjustments.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},585583,1792055174,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Theory and Implementation Fidelity in  \nSara J. Finney, Jennifer B. Wells, & Gavin W. Henning  \nAssessment Practice and Standards  \n[www.learningoutcomesassessment.org](www.learningoutcomesassessment.org)  \nContents  \nAbstract   3  \nThe Need for Program Theory and Implementation Fidelity . . . . .4  \nTypical Outcomes Assessment Process . . . . .4  \nArticulating Program Theory to Answer “Why Should the Programming Work?”. . .5  \nAssessing Implementation Fidelity to Answer “Was Programming Executed as  \nPlanned?”   9  \nRecommendations for All Higher Education Professionals . . . . .12  \nRecommended Updates to CAS Standards to Emphasize Program Theory and Implementation Fidelity . . . . .12  \nReferences   15  \nAbout the Authors   17  \nAbout NILOA   18  \nPlease Cite As:  \nFinney, S. J., Wells, J. B., & Henning, G. W. (2021, March) . The need for program theory and implementation fidelity in assessment practice and standards (Occasional Paper No. 52) . Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).  \nNILOA Mission  \nThe National Institute for Learning Outcomes Assessment (NILOA), established in 2008, is a research and resourcedevelopment organization dedicated to documenting, advocating, and facilitating the systematic use of learning outcomes assessment to improve student learning.  \nNational Institute for  \nLearning Outcomes Assessment  \nNational Institute for Learning Outcomes Assessment | 2  \nAbstract  \nOn 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.  \nNational Institute for Learning Outcomes Assessment | 3  \nThe Need for Program Theory and  Implementation Fidelity   \nSara J. Finney, Jennifer B. Wells, & Gavin W. Henning  \nTypical Outcomes Assessment Process  \nFaculty and student affairs professionals seek to implement programming (e.g., strategies, pedagogies, activities, curriculum) that results in institutions being effectively designed learning environments through which students achieve stated learning goals. Professionals are also expected to assess the intentionally selected program offerings for effectiveness (Finney & Horst, 2019a, 2019b; U.S. Department of Education, 2006) . If effectiveness isnot achieved, outcomes assessment results are expected to be used to guide programming changes that will result in learning improvement. However, few institutions have demonstrated learning improvement (Banta & Blaich, 2011; Jankowski, et al., 2018) . In turn, assessment practitioners have considered strategies to address this predicament and increase learning improvement (e.g., Fulcher & Prender","cbCaicZ25ZUo6uFO","https://ap.wps.com/l/cbCaicZ25ZUo6uFO","pdf",1180291,"English","# Abstract\n# The Need for Program Theory and Implementation Fidelity\n## Typical Outcomes Assessment Process\n## Articulating Program Theory to Answer “Why Should the Programming Work?”\n## Assessing Implementation Fidelity to Answer “Was Programming Executed as Planned?”\n## Recommendations for All Higher Education Professionals\n## Recommended Updates to CAS Standards to Emphasize Program Theory and Implementation Fidelity\n# References","[{\"question\":\"Why does the paper say learning outcomes assessment data has limited utility on its own?\",\"answer\":\"Because outcomes data by itself cannot guide programming improvement unless the underlying program rationale and what students actually experienced are understood.\"},{\"question\":\"What two fundamental questions should be answered before collecting outcomes assessment data?\",\"answer\":\"“Why should this programming result in the desired outcome?” (program theory) and “Was the intended programming actually experienced by students?” (implementation fidelity).\"},{\"question\":\"How does the expanded assessment approach improve the validity of inferences from outcomes evidence?\",\"answer\":\"By ensuring that professionals know both the program theory behind effectiveness and the implementation fidelity, outcomes results can be used more accurately to identify needed program adjustments.\"}]","The need for program theory and implementation fidelity in assessment practice and standards - Occasional Paper No. 52 | PDF",48]