Connecting assessment practices with curricula and pedagogy via implementation fidelity data

Abstract

Globally, higher education institutions aim to assess and improve students’ learning. However, assessment practices often do not culminate in improved learning. For instance, in the United States, empirical examples of learning improvement in higher education are exceptionally rare. A disconnect between assessment practices and instruction at the classroom level likely contributes to scarce evidence of improvement. In the current study, we provide a didactic example of how outcomes assessment data can be integrated with data concerning the educational intervention students received. This type of information – referred to as implementation fidelity data – allows faculty to more accurately interpret outcomes assessment results, make informed modifications to educational interventions, and link learning improvements back to specific interventions. As more faculty purposefully integrate outcomes assessment data and implementation fidelity data, higher education will better demonstrate its worth.