Implementation fidelity assessment checklist

Before examining outcomes, check whether the intervention actually reached people. Record core elements separately from field adaptations.

When to use this worksheet and what completion involves Fictional completed example

EvalCompass Worksheet

Implementation fidelity assessment checklist

Method: Implementation Fidelity Assessment

Before examining outcomes, check whether the intervention actually reached people. Record core elements separately from field adaptations.

Basic information

Record the intervention evaluated and delivery arrangements.

Completed example for this section (fictional)

This fictional example is for explanation. Adapt it to your own program. Your entries will not change.

Program or intervention name: 6-session learning support program (fictional)
Delivery site and responsible staff: Site A / staff member B
Evaluation period: April–June 2026 (fictional)
Recording staff: Recording staff member C
Date prepared: July 2026 (fictional)

Reason for this entry: Align core content and delivery units.

Program or intervention name

Delivery site and responsible staff

Evaluation period

Recording staff

Date prepared

Writing tips and explanation for this section

About this section

Record the intervention evaluated and delivery arrangements.

Align core content and delivery units.

View the method explanation

Writing tips

Follow each field’s heading to record the program name, focus, period, and other details. Leave undecided matters clearly marked as unresolved.

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Define core elements

Organize elements essential to outcomes.

Completed example for this section (fictional)

This fictional example is for explanation. Adapt it to your own program. Your entries will not change.

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Core element	Planned content and frequency	Minimum required level	Permitted adaptations
Participants' own goal selection	At the start of each session	Ensure the participant has an opportunity to choose.	Communication methods, such as speech or cards, may change.
Learning activities	6 sessions planned	Check reasons for non-delivery rather than judging solely by counts.	Record schedule changes.

Reason for this entry: Minimum levels are provisional for this program, not universal standards.

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Core element	Planned content and frequency	Minimum required level	Permitted adaptations

Writing tips and explanation for this section

About this section

Organize elements essential to outcomes.

Minimum levels are provisional for this program, not universal standards.

View the method explanation

Writing tips

Keep the information in each row aligned. Scroll wide tables horizontally to see every column.

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Implementation record

Record delivery and differences from the plan.

Completed example for this section (fictional)

This fictional example is for explanation. Adapt it to your own program. Your entries will not change.

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Date implemented	Content delivered	Participant count and population	Difference from the plan	Reason for difference
Session 3 (fictional)	Staff assigned the task.	8 participants (fictional)	Participants did not select goals.	Insufficient time
Session 4 (fictional)	Participants selected goals using easier-to-read materials.	7 participants (fictional)	Changed materials	To support understanding

Reason for this entry: Record potential deviations and adaptations separately.

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Date implemented	Content delivered	Participant count and population	Difference from the plan	Reason for difference

Writing tips and explanation for this section

About this section

Record delivery and differences from the plan.

Record potential deviations and adaptations separately.

View the method explanation

Writing tips

Keep the information in each row aligned. Scroll wide tables horizontally to see every column.

Read the full fictional example

Check quality and responses

Describe delivery quality and participant responses.

Completed example for this section (fictional)

This fictional example is for explanation. Adapt it to your own program. Your entries will not change.

Observe whether participants understand and express choices to assess delivery quality, and ask them about burdens. Do not apply the same penalty to the omission in session 3 and material change in session 4; examine impacts on the core purpose.

Reason for this entry: Do not reduce findings to a dose ratio alone.

Writing tips and explanation for this section

About this section

Describe delivery quality and participant responses.

Do not reduce findings to a dose ratio alone.

View the method explanation

Writing tips

Use the example as a reference and record what you have established about your own program. Distinguish assumptions and unchecked matters from confirmed facts.

Read the full fictional example

Completion check

Completed example for this section (fictional)

This fictional example is for explanation. Adapt it to your own program. Your entries will not change.

☑ Checked: Distinguished core and peripheral elements
☐ Not checked: Recorded delivery quality as well as dose
☑ Checked: Recorded reasons for field adaptations
☑ Checked: A policy ensures fidelity information informs outcome interpretation

Reason for this entry: Quality checking methods are planned, but observation findings are not yet recorded.

Distinguished core and peripheral elements
Recorded delivery quality as well as dose
Recorded reasons for field adaptations
A policy ensures fidelity information informs outcome interpretation

Writing tips and explanation for this section

About this section

Quality checking methods are planned, but observation findings are not yet recorded.

View the method explanation

Writing tips

Read each item and check those you have confirmed. Do not use the fictional example’s checkbox states as findings about your own program.

Read the full fictional example

Before writing, check when to use the worksheet and what completion involves

Implementation fidelity assessment checklist is a worksheet for applying Implementation Fidelity Assessment in meetings or individual work. For the overall duration of the method, use “Planning example, not a universal standard duration: half a day–2 days for design; ongoing observation throughout the program” as a reference, adjusting for scale and resources. Fill in what you know provisionally and leave unresolved matters as questions to check next.

When this worksheet is useful

When distinguishing design problems from implementation problems as reasons outcomes did not occur
When examining quality variation across sites or staff delivering the same program
When checking whether training or ongoing support was provided with planned frequency, content and quality

Participants and preparation

Program staff, field implementers, evaluators and third-party observers where needed. Checking field recording burdens is essential when designing records.

Bring the materials used for decisions, existing data, and differing stakeholder views to help complete the worksheet.

Suggested order

1. Basic informationRecord the intervention evaluated and delivery arrangements.
2. Define core elementsOrganize elements essential to outcomes.
3. Implementation recordRecord delivery and differences from the plan.
4. Check quality and responsesDescribe delivery quality and participant responses.
5. Completion check

Signs the worksheet is ready for review

Implementation fidelity checklist
Implementation logs and observation records
Notes interpreting fidelity and outcomes

Cautions for review

Treating session counts alone as fidelity without examining delivery quality or participant responses
Treating every departure as failure without recording useful field adaptations
Considering fidelity only after outcome evaluation when implementation records are absent

Read a completed fictional example (your entries will not change)

Fictional example; not actual results

A fictional illustrative record of a program with 6 planned sessions.

Basic information

Program or intervention name: 6-session learning support program (fictional)
Delivery site and responsible staff: Site A / staff member B
Evaluation period: April–June 2026 (fictional)
Recording staff: Recording staff member C
Date prepared: July 2026 (fictional)

Reason for this entry: Align core content and delivery units.

Define core elements

Scroll horizontally to view the table

Core element	Planned content and frequency	Minimum required level	Permitted adaptations
Participants' own goal selection	At the start of each session	Ensure the participant has an opportunity to choose.	Communication methods, such as speech or cards, may change.
Learning activities	6 sessions planned	Check reasons for non-delivery rather than judging solely by counts.	Record schedule changes.

Reason for this entry: Minimum levels are provisional for this program, not universal standards.

Implementation record

Scroll horizontally to view the table

Date implemented	Content delivered	Participant count and population	Difference from the plan	Reason for difference
Session 3 (fictional)	Staff assigned the task.	8 participants (fictional)	Participants did not select goals.	Insufficient time
Session 4 (fictional)	Participants selected goals using easier-to-read materials.	7 participants (fictional)	Changed materials	To support understanding

Reason for this entry: Record potential deviations and adaptations separately.

Check quality and responses

Reason for this entry: Do not reduce findings to a dose ratio alone.

Completion check

☑ Checked: Distinguished core and peripheral elements
☐ Not checked: Recorded delivery quality as well as dose
☑ Checked: Recorded reasons for field adaptations
☑ Checked: A policy ensures fidelity information informs outcome interpretation

Reason for this entry: Quality checking methods are planned, but observation findings are not yet recorded.

Common errors in judgment

Judging delivery faithful solely because the planned number of sessions occurred

How to revise: Also check core content, reach and delivery quality.

Reason: Actual interventions may differ even with the same session counts.

Treating every field change as inappropriate

How to revise: Examine whether it preserves the purpose or departs from the core.

Reason: Adaptation to circumstances may be necessary.

Editorial and checking information

Content updated: 2026-09-13Source checked: 2026-09-13 (includes AI cross-checking)No documented human reviewIncludes fictional examplesEditorial policy and scope of checking Cite this page Report a correction

References and checked sections

A conceptual framework for implementation fidelity
Christopher Carroll et al. · 2007
Section consulted
A conceptual framework: Background and Rationale; Measurement
How it relates to the text
Check content and reach as well as dose, and use delivery quality and field changes to interpret outcomes.
Source checked: 2026-09-13 (includes AI cross-checking)

How to cite this page

EvalCompass Editorial Team. “Implementation fidelity assessment checklist”. EvalCompass, updated 2026-09-13. https://evalcompass.jun-nakatani.com/en/worksheets/implementation-fidelity/

Add the date you accessed the page. Text created by this site is available under CC BY 4.0. Quotations, external materials, and bundled fonts have their own terms of use. When reusing content, credit the source, link to the license, and indicate any changes.

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Change history

2026-09-13 — Checked sources for definitions and applicability conditions, and added fictional examples, reasons for judgments and examples for every worksheet field. Revised unverified claims about history and adoption. Also reviewed existing procedures and cautions, and adjusted fixed participant counts and thresholds and generalizations about institutions.