Classroom Assessment Scoring System

Paro, Karen M. La; Pianta, Robert C.

doi:10.1037/t08945-000

Cited by 214 publications

(354 citation statements)

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“…It is important to note, however, that while these results are overall consistent with our expectations in terms of matching constructs between the instrument's subscales, the magnitude of these correlations is still low (the highest one being around 0.43 -i.e., a moderate correlation -but the other highest correlations ranging between 0.30 and 0.35, which correspond to a low correlation). For instance, the correlations between ITERS-R and CLASS are lower than what were observed in the validation study of CLASS (La Paro et al, 2012).…”

Section: Resultscontrasting

confidence: 67%

The Psychometric Properties of Child Care Quality Measures in Ecuador: Lessons for Monitoring Process Variables at Scale

Bóo¹,

Dormal²,

Weber³

2016

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. Terms of use: Documents inFollowing a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. AbstractThis paper analyzes four instruments that are widely used to measure the quality of centers serving children ages 0 to 36 months -the CLASS, the ITERS-R, the CC-IT-HOME, and the MITRCC -and that were administered to a sample of 404 child care centers in Ecuador. We first assess the psychometric properties of these instruments in their first application in Ecuador. Specifically, we examine their internal consistency, test the underlying subscale structure by means of confirmatory factor analysis (CFA), verify construct validity by testing associations with quality-related factors (e.g., child-caregiver ratio), and check concurrent validity of the instruments' total scores. We then explore how we can use the data from these instruments to inform the development of a simple, less costly checklist that programs in Latin America and the Caribbean (LAC) can employ to monitor service quality. To that end, we look at the correlation of the separate subscales from the simpler measures (ITERS-R, CC-IT-HOME, and MITRCC) with each of the dimensions of the CLASS. In addition, we map the subscales of all of...

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Section: Resultscontrasting

confidence: 67%

The Psychometric Properties of Child Care Quality Measures in Ecuador: Lessons for Monitoring Process Variables at Scale

Bóo¹,

Dormal²,

Weber³

2016

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“…The Gates total score can be broken into two subscales, comprehension and vocabulary, each of which is comprised of 20 multiple-choice questions. Two-day observations were conducted twice per year at each site, using a structured observation protocol based on the classroom assessment scoring system (CLASS) instrument (LaParo & Pianta, 2003). The observation tool provided detailed 'anchors' on a Likert-type scale to aid the observer in rating each of the four instructional elements identified as key by program developers: metacognitive strategy use, cooperative learning, goal setting and feedback, and classroom management/student engagement.…”

Section: Methodsmentioning

confidence: 99%

The Reading Edge: a randomized evaluation of a middle school cooperative reading program

Slavin

Chamberlain

Daniels

et al. 2009

Effective Education

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This article describes a randomized evaluation of The Reading Edge, a reading program for middle-school students. The Reading Edge was designed to integrate findings of research on cooperative learning and metacognitive reading strategies into a replicable reading instructional package that could be implemented effectively in Title I middle schools. In this study, 788 sixth graders in two cohorts in two high-poverty, rural middle schools were randomly assigned to participate in The Reading Edge or to continue with their existing reading programs. Each cohort participated for one year. In both years, observations of classroom use of metacognitive strategies, cooperative learning, and goal setting/feedback showed moderate levels of implementation in The Reading Edge classes but little use in control classes. Statistically significant differences were found combining across cohorts on the Gates-MacGinitie reading test total (p < 0.01), comprehension (p < 0.05), and vocabulary (p < 0.01) scales. Effects were similar for students who were high, average, and low in pre-test scores. Outcomes for the two cohorts were nearly identical. These findings support a conclusion that effects of The Reading Edge are modest but reliable in high-poverty middle schools.

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“…The CLASS Toddler comprises eight dimensions fitting two higher order domains: (a) Emotional and Behavioral Support and (b) Engaged Support for Learning (La Paro, Hamre, & Pianta, 2011;La Paro, Williamson, & Hatfield, 2014). Five research assistants were trained in the CLASS Toddler by a certified trainer.…”

Section: Ece Quality-emotional and Behavioral Supportmentioning

confidence: 99%

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Broekhuizen

Slot

Aken

et al. 2016

Early Education and Development

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Classroom Assessment Scoring System

Cited by 214 publications

References 0 publications

The Psychometric Properties of Child Care Quality Measures in Ecuador: Lessons for Monitoring Process Variables at Scale

The Psychometric Properties of Child Care Quality Measures in Ecuador: Lessons for Monitoring Process Variables at Scale

The Reading Edge: a randomized evaluation of a middle school cooperative reading program

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

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