502). Fidelity criteria enable researchers to assess adherence to a model or curriculum, so it can be consistently replicated and researched. Rohs and Vartuli (2009) were similarly driven to determine adherence to a particular curriculum through fidelity measures (p. 502). In addition, they sought to delve into the variations of the fidelity outcomes. These researches raised the following research questions: 1) what’s the reliability of curriculum fidelity in multi formants-such as outside expert, educational coordinator, and teacher- as respondents?; and 2) what’s the convergent validity of the curriculum fidelity employing multi-sources-such as belief surveys, curriculum rating form, and observations-of information? These researches aimed to assess the fidelity of the Project Construct Curriculum Framework. This project construct serves as an educational improvement effort for those who are in their early childhood (Rohs & Vartuli, 2009, p. 502).
The study utilized multi-informants and multi-sources approach in assessing curriculum fidelity. A multi-source involves gathering data through numerous stakeholders. Participants of the study consist of 6 education coordinators and 43 head start teachers from Head Start delegate of Midwestern city (Rohs & Vartuli, 2009, p. 502). ...
It presents various areas of instruction such as teaching strategies, curriculum goals, physical development, and the like. Meanwhile, observers completed the “Classroom Practices Inventory-KP (CPI-KP)” (Rohs & Vartuli, 2009, p. 502). Researchers then utilized the Cronbach’s alpha to assess internal consistency and determine the agreement of information for the convergent validity. They computed paired t-test using educational, expert, and teacher fidelity forms to assess the reliability of the multi-informants (Rohs & Vartuli, 2009, p. 502). 2.0 Conclusion Findings of the study indicated high Cronbach’s alphas for the three multi-informants namely, outside expert, educational coordinators, and teachers. In addition, findings suggest high internal reliability for the fidelity form. It also found that education coordinators and teachers’ fidelity scores significantly differed from those of the outside expert (Rohs & Vartuli, 2009, p. 502). This difference raises the question of the reliability of the sources of infidelity information. Thus, individuals may ask whether education coordinators and teachers’ fidelity scores accurately assess curriculum adherence, or if the scores from experts accurately measure it. The data collected for the second research question indicated that outside expert’s assessment of curriculum fidelity is significantly associated with classroom practice. Scores from outside curriculum fidelity were moderately correlated to observer scores. Low to moderate correlations were also found between outside expert fidelity scores and TBS (Rohs & Bartuli, 2009, p. 502). In addition, the correlations between coordinator and teacher scores with CPI-KP