Development and construct validity of the Classroom Strategies Scale-Observer Form.

Abstract

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. The Classroom Strategies Scale (CSS) evidenced overall good reliability estimates including internal consistency, interrater reliability, test-retest reliability, and freedom from item bias on important teacher demographics (age, educational degree, years of teaching experience). Confirmatory factor analyses (CFAs) of CSS data from 317 classrooms were carried out to assess the level of empirical support for (a) a 4 first-order factor theory concerning teachers' instructional practices, and (b) a 4 first-order factor theory concerning teachers' behavior management practice. Several fit indices indicated acceptable fit of the (a) and (b) CFA models to the data, as well as acceptable fit of less parsimonious alternative CFA models that included 1 or 2 second-order factors. Information-theory-based indices generally suggested that the (a) and (b) CFA models fit better than some more parsimonious alternative CFA models that included constraints on relations of first-order factors. Overall, CFA first-order and higher order factor results support the CSS-Observer Total, Composite, and subscales. Suggestions for future measurement development efforts are outlined.

Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior

“…There is emerging evidence of variability in teacher’s knowledge, beliefs, and skills prior to consultation (Owens, Coles et al, 2017; Owens, Holdaway et al, 2017; Reddy, Fabiano, Dudek, & Hsu, 2013), receptivity to consultation (Owens, Schwartz et al, 2017), and intervention implementation (Domitrovich et al, 2015; Owens, Coles et al, 2017). For example, we (Owens, Holdaway et al, 2017) examined teachers’ use of praise and appropriate response to rule violations prior to engaging in consultation.…”

Use of Multiple Assessments for Measuring Teacher Practice: An Initial Investigation for Educational Practice

“…In comparison, the Classroom Strategies Assessment System Observer Form (CSAS-O) is a recently developed multi-dimensional observational assessment that was designed using modern test development theory (Reddy, Fabiano, Dudek, & Hsu, 2013a). The CSAS-O was designed as a formative assessment to enhance teachers" usage of evidence-based classroom practices and like the FFT, aims to improve dialogue between evaluators and teachers about effective teaching practices.…”

“…The CSAS-O has demonstrated good content and construct validity, as well as reliability indices (Reddy, Fabiano, Dudek, & Hsu, 2013a). In the current study, the IS (α = .92) and BMS (α = .91) were both internally consistent.…”

Development and Initial Evaluation of the Measure of Active Supervision and Interaction

“…Observational measures of teacher classroom practices with well-established psychometric properties include the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) and the Classroom Strategies Scale-Observer Form (CSS-OF; Reddy, Fabiano, Dudek, & Hsu, 2013a). The CLASS posits a multilevel latent structure and measures the quality of classroom processes, including various features of student-teacher interactions.…”