Best practices in the application of the Ranked Discrepancy Model

Amy Harder; Lendel K. Narine

doi:10.37433/aad.v5i4.559

Authors

Amy Harder University of Connecticut, USA https://orcid.org/0000-0002-7042-2028
Lendel K. Narine Utah State University, USA https://orcid.org/0000-0001-6962-2770

DOI:

https://doi.org/10.37433/aad.v5i4.559

Keywords:

needs assessment, Borich model, ranked discrepancy scores, SDG 4: Quality Education

Abstract

In this brief article, we discuss the rationale for the Ranked Discrepancy Model (RDM) and best practices. An overview of the history of the RDM and its appropriate usages is offered to create clarity for researchers. We then provide an explanation of the role of tied ranks in determining ranked discrepancy scores (RDS), guidance on the interpretation of RDS for planning, and recommendations for comparing the RDM with the Borich model. A summary of prior research comparing the RDM to the Borich model is included. We conclude by encouraging researchers to use needs assessment models appropriate for the problem, population, and context.

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