Handout: Fidelity Data Information Chart

Methods
Types

Observation Evidence

(face-to-face, audio, video)

Product Evidence

(electronic or paper documents, record reviews)

Perception Evidence

(interviews or surveys of opinions and experiences)

Context

Prerequisite conditions that need to be in place regarding setting, qualifications, preparation.

Record observations of the physical setting, timing, scheduling.

Review products that record time, setting, timing, schedules, record of completion of activities or completion of training

Collect perceptions from “experts” or “consumers” (e.g., students) about orientation activities, availability of materials ahead of events, perception of teacher preparation.

Content

Extent to which the required core content is used, referenced, monitored, or accessed or documentation showing what activity or content should be avoided.

Record observations of use of the required content or referencing of the content in discussions, sessions, classes, meetings, rewards.

Review products that reflect the use of the core content (e.g., assignments, lesson plans, meeting minutes, agendas, notes)

Collect perceptions about use of curriculum or content; ratings by students regarding use of materials, use of instructional practices; ratings by teachers about PLCs or TDE processes and impact.

Competence

Competence

Extent to which the core content and competencies are skillfully modeled and relevant feedback is provided and sensitively reviewed.

Record observations of ability to engage of students or recipients with information and questions; use of prompts and accurate feedback related to the core content or processes.

Review products that demonstrate skillful use of core components, written feedback that demonstrates deep understanding of the core content; records on timeliness.

Collect perceptions about the quality, helpfulness, specificity, timeliness of feedback and instruction.