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ERIC Number: ED530609
Record Type: Non-Journal
Publication Date: 2012
Pages: 7
Abstractor: ERIC
Reference Count: 15
Applying the Five-Step Model of Fidelity Assessment to a Randomized Experiment of a High School STEM Intervention
Kopp, Jason P.; Hulleman, Chris S.; Harackiewicz, Judith M.; Rozek, Chris
Society for Research on Educational Effectiveness
Assessing fidelity of implementation is becoming increasingly important in education research, in particular as a tool for understanding variations in treatment effectiveness. Fidelity of implementation is defined as "the determination of how well an intervention is implemented in comparison with the original program design during an efficacy and/or effectiveness study". Failing to achieve a high degree of implementation fidelity can lead to wide discrepancies between intended and achieved treatment strength. Accordingly, it has been shown that fidelity can have significant effects on outcomes. Despite the importance of fidelity, there has been a lack of a unifying framework for fidelity assessment across various disciplines. To this end, Nelson, Cordray, Hulleman, Sommer, & Darrow created a simple five-step procedure for assessing intervention fidelity. Their procedure involves 1) specifying the intervention model, 2) identifying appropriate fidelity measures, 3) determining the reliability and validity of those measures, 4) combining fidelity indices, if appropriate, and 5) linking fidelity and outcome measures. Despite the theoretical promise of this model, it has yet to be applied to actual interventions and outcomes. To address this gap in the literature, the authors applied the above five-step procedure to data from a randomized field intervention designed to increase enrollment and motivation in STEM courses for high school teens. The intervention was based on expectancy-value theory, and aimed to increase the perceived utility value of STEM courses for both parents and teens. (Contains 2 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 10; Grade 11; Grade 12; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)