Assessing Quality Quickly: Validation of the Responsive Interactions for Learning - Educator (RIFL-Ed.) Measure

Sokolovic, Nina; Brunsek, Ashley; Rodrigues, Michelle; Borairi, Sahar; Jenkins, Jennifer M.; Perlman, Michal

doi:10.1080/10409289.2021.1922851

Cited by 7 publications

(14 citation statements)

References 47 publications

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“…Regarding the instruments for measuring interaction quality of ECEC teachers (for an overview see Baron et al, 2022), a reliable handling of most of these instruments requires extensive amounts of schooling, calibration and ongoing supervision as well as extended periods of observation (either live or on video). For example, the Infant/Toddler and Early Childhood Environment Rating Scales (ITERS-R/ECERS-R; Harms et al, 2017) require at least three hours of observation for each classroom (Sokolovic et al, 2021). Hence, there is a need for a more economical alternative.…”

Section: Early Childhood Education and Care Researchmentioning

confidence: 99%

“…Further, thin slices ratings predicted how much students learned from different teachers, even when students' prerequisites were controlled (Begrich et al, 2020). Sokolovic et al (2021) applied the thin slices technique to examine interaction quality between early childhood teachers and toddlers. Trained thin slices coders watched five-minute videos displaying either a standardized activity or mealtime observation and rated the process quality with the Responsive Interactions for Learning -Educator (RIFL-Ed.)…”

Section: The Thin Slices Techniquementioning

confidence: 99%

“…Trained thin slices coders watched five-minute videos displaying either a standardized activity or mealtime observation and rated the process quality with the Responsive Interactions for Learning -Educator (RIFL-Ed.) measure (for further explanation, see Sokolovic et al, 2021). The authors examined the association between thin slices codings with the RIFL-Ed.…”

Section: The Thin Slices Techniquementioning

confidence: 99%

“…Begrich et al (2017Begrich et al ( , 2020Begrich et al ( , 2021 demonstrated that teaching quality at school can be accurately measured with 30-s classroom videos. Sokolovic et al (2021) demonstrated that, under certain conditions, children's outcomes can be predicted with the thin slices technique in ECEC settings. Based on Sokolovic et al (2021), the present study addresses research gaps by examining further aspects of the psychometric accuracy of thin slices rating of interaction quality in ECEC.…”

Section: Introductionmentioning

confidence: 99%

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Using the thin slices technique to assess interactional quality in early childhood education and care settings

Vinokic,

Baron,

Kunter

et al. 2024

Front. Educ.

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There are a variety of instruments for measuring interaction quality of Early Childhood Education and Care (ECEC) teachers. However, these instruments are extremely resource-demanding in terms of time and money. Hence, a more economical and yet accurate method for measuring interaction quality of ECEC teachers would be desirable. The so-called thin slices technique has been applied to observe, measure and predict human behavior with only minimal amounts of information. In a wide array of research domains, thin slices ratings (i.e., ratings based on first impressions) proved to be accurate. The present study explores the accuracy of thin slices ratings of interaction quality in toddler classrooms along two CLASS Toddler domains (Emotional and Behavioral Support and Engaged Support for Learning). Eight CLASS-certified raters assessed interaction quality based on 30-s classroom videos. The findings suggest predominantly good reliabilities of these ratings. Confirmatory factor analysis yielded evidence for construct validity, meaning that thin slices raters could differentiate between two domains of interaction quality. Further, thin slices ratings correlated, at least partly, with ratings based on full-length videos, indicating that thin slices raters and raters watching the full-length videos had a similar impression of interaction quality of ECEC teachers.

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Section: Early Childhood Education and Care Researchmentioning

confidence: 99%

Section: The Thin Slices Techniquementioning

confidence: 99%

Section: The Thin Slices Techniquementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using the thin slices technique to assess interactional quality in early childhood education and care settings

Vinokic,

Baron,

Kunter

et al. 2024

Front. Educ.

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“…A further challenge within the Australian context is the need for quality assessment across multiple regions or jurisdictions over time using instruments that are research informed [such as CLASS (Mashburn et al, 2008), RIFL (Sokolovic et al, 2021), ECERS (Clifford et al, 2010), and SSTEW (Siraj et al, 2015)], and have established associations with practices or outcomes that we know to be beneficial for children. Representative data of this kind are necessary in order to accurately determine the impact of measures intended to raise quality in its various manifestations.…”

Section: Research-driven Assessments Of Qualitymentioning

confidence: 99%

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

et al. 2023

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While access to quality education in early childhood is an international priority, the characteristics of quality continue to be debated. In the Australian context, differing views on the characteristics of quality may be a result of differing stakeholder priorities. Divergent notions of quality may lead to initiatives that emphasize educator practice and frame a dominant discourse that situates responsibility for enactment of quality at Early Childhood Education and Care (ECEC) service room level. Challenges arising from initiatives driving increased access to ECEC coinciding with workforce shortages are addressed. National longitudinal research is needed to determine the impact of participation in ECEC on child outcomes, as is ECEC quality assessment across regions and jurisdictions over time. Prior to this, stakeholder conversations are needed to achieve consensus on the characteristics of quality. This could lead to the development of an instrument for assessing quality that is systemically relevant and could inform evidence-based decision making by ECEC teachers and educators, primary caregivers, regulators, researchers and policy makers to distribute accountability for quality across the ECEC system.

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Examining interactions between educators and across children: Evaluating the validity of the responsive interactions for Learning - Educator-Child Dyad version

Burns

Barron

Saleem

et al. 2023

Early Childhood Research Quarterly

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Assessing Quality Quickly: Validation of the Responsive Interactions for Learning - Educator (RIFL-Ed.) Measure

Cited by 7 publications

References 47 publications

Using the thin slices technique to assess interactional quality in early childhood education and care settings

Using the thin slices technique to assess interactional quality in early childhood education and care settings

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

Examining interactions between educators and across children: Evaluating the validity of the responsive interactions for Learning - Educator-Child Dyad version

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