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A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes

In program evaluation research, measures of realized classroom instruction are often referred to as fidelity measures. Although there is a wide consensus that fidelity measures should be grounded in the program theories guiding the intervention, there is very little explicit discussion of how to adequately represent program theories, or how to scale a measure that can be interpreted in terms of the program theories. This dissertation is an example of a construct modeling approach to fidelity measurement. Here program theory is represented as the structure, processes, and underlying constructs of the designed intervention. Observable variables were generated and scored, and the data was modeled using a Partial Credit Model. The model largely supports the distinctions in the construct map and the correspondence between construct and scale. Additional implications for observation measures of classroom interactions are discussed.

Identiferoai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-12112014-192950
Date22 December 2014
CreatorsJones, Ryan Seth
ContributorsRichard Lehrer, Leona Schauble, Ilana Horn, Mark Lipsey, Mark Wilson
PublisherVANDERBILT
Source SetsVanderbilt University Theses
LanguageEnglish
Detected LanguageEnglish
Typetext
Formatapplication/pdf
Sourcehttp://etd.library.vanderbilt.edu/available/etd-12112014-192950/
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