An ecological analysis of the Classroom Assessment Scoring System in K-1 Mexican classrooms

Jensen, Bryant; Martínez, María Guadalupe Pérez; Medina, Adán Moisés García; Martinez, Jose Felipe; Cox, Carolina Benito; Larsen, Ross

doi:10.1080/09575146.2020.1749035

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…Outside of a HIC context, published studies on the CLASS have primarily been in Latin America (all in currently highor upper-middle-income countries) and China (an upper-middleincome country). Jensen et al (2020) used mixed methods to examine the ecological validity of the CLASS factor structure in 58 pre-primary classrooms in Central Mexico. They found that an alternative three-factor model fit the data best (Emotional Support, Social Relationships for Teaching, and Instructional Interactions) and suggest that a unified approach to validity is needed to develop, adapt, and refine measures to new contexts.…”

Section: Classmentioning

confidence: 99%

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Chen¹,

Wolf

2021

Front. Psychol.

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Young children’s access to early childhood education (ECE) is increasing in low- and middle-income countries (LMICs), though often without attention to service quality. Monitoring quality requires classroom observations, but most observation tools available were developed in high-income western countries. In this article, we examine key issues in measuring ECE quality in LMICs and consider challenges and opportunities in balancing theoretical grounding, cultural- and contextual-adaptation, and empirical rigor. We then review the literature on observed classroom quality in LMICs, focusing on process quality. We find limited evidence that the constructs identified in high-income countries replicate in LMICs. Further, the very limited evidence that ECE quality measures used in LMICs predict child outcomes is almost exclusively cross-sectional and associations are mixed. We conclude by discussing how future research can build a stronger knowledge base about ECE quality and child development globally.

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Section: Classmentioning

confidence: 99%

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Chen¹,

Wolf

2021

Front. Psychol.

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“…Further, factor structures and measurement invariance are less meaningful for formative models so switching to a formative model would fundamentally undermine the conceptual basis for the large body of work that examines the factor structure of CLASS observation scores (e.g. Allen et al, 2013;Blazar et al, 2017;Buyse et al, 2008;Downer et al, 2012;Hafen et al, 2014;Hamre et al, 2007Hamre et al, , 2013Hamre et al, , 2014Jensen et al, 2020;Nguyen et al, 2015;Pakarinen et al, 2010;Virtanen et al, 2018).…”

Section: Assumption 2: Teaching Is a Latent Construct That Cannot Be Directly Observedmentioning

confidence: 99%

“…A different approach is needed for classroom-level domains. The standard approach in the vast majority of studies with the CLASS system is to first aggregate data to the classroom level and run a factor analysis of classroom-level average domain scores (e.g., Allen et al, 2013;Blazar et al, 2017;Downer et al, 2012;Hafen et al, 2014;Hamre et al, 2014;Jensen et al, 2020). McCaffrey, Yuan, Savitsky, Lockwood, & Edelen (2014) show the error of this approach.…”

Section: Consider Class's Emotional Support and Plato's Instructional Scaffoldingmentioning

confidence: 99%

Bringing the Theory and Measurement of Teaching into Alignment

White¹,

Luoto²,

Klette³

et al. 2021

Preprint

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There is a growing use of standardized observation systems to directly measure teaching quality in classrooms. These systems are based on rich, theoretical understandings of teaching quality that lead to carefully operationalized rubrics that decompose teaching quality into a number of distinct dimensions. In this paper, we argue that many of the ways observation systems are applied and analyzed do not fully conform to the theoretical understandings of teaching quality upon which the observation system is based. We further argue for the need to align theoretical understandings of teaching quality with analytical approaches to measure teaching quality. We discuss four key assumptions that undergird many views of teaching quality and highlight how common analytical approaches violate these assumptions, proposing alternative analytical approaches that would better conform to the theoretical understandings of teaching quality. We end with a discussion of the importance of carefully aligning theoretical understandings with measurement approaches.

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Investigating applicability of ratings of indicators of the CLASS Pre-K instrument

Pakarinen

Malmberg

Poikkeus

et al. 2022

International Journal of Research & Method in Education

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When classroom observations are increasingly used for accountability and evaluation purposes, a deeper understanding of the psychometric properties of such measurement tools is needed. The present study took a unique approach to examine the psychometric properties of a commonly used classroom observation measure by testing the reliability of indicators for higher-order constructs (i.e., dimensions). We investigated the reliability of indicator ratings of the Classroom Assessment Scoring System (CLASS) Pre-K instrument in Finnish kindergarten and first grade classrooms. Twenty-one observer pairs rated 838 segments identified from the 413 lessons of 48 teachers. Variance components models were specified to investigate variance proportions of each indicator and dimension.The results showed that most observer disagreement was found for the instructional support domain. Observers disagreed relatively more depending on the teacher they observed. There is a clear need for additional understanding on how observers process information on the complex elements of classroom interaction in order to improve training programs and the reliability and accuracy of the assessment procedure.

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An ecological analysis of the Classroom Assessment Scoring System in K-1 Mexican classrooms

Cited by 5 publications

References 35 publications

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Bringing the Theory and Measurement of Teaching into Alignment

Investigating applicability of ratings of indicators of the CLASS Pre-K instrument

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