Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary

Abstract

One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this particular observational protocol rather than a reflection of reality, this study microanalyzed the source material influencing adolescent and adult evaluative assessments of classroom management, using transcripts generated from video viewing sessions. Comparisons between (a) adolescents’ indigenous interpretations, and (b) adults’ trained interpretations of CLASS-S classroom management instructional interactions suggest that adolescents view student engagement and positive climate as particularly relevant to assessments of classroom management, whereas the CLASS-S does not include these as dimensions of effective teaching assessed as part of the Classroom Organization domain.

Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management

“…Evidence of convergent validity at the total score level also addresses the theory-based inference within the DBR-CM IUA. These findings support a multidimensional theory of CM, where a variety of elements or behaviors are subsumed by a broad, holistic concept or construct (i.e., CM; Wallace et al, 2020). Additional evidence of convergent validity was noted at the item level via significant associations between individual DBR-CM items and CARS items, BCIO-R variables, and CLASS items measuring positive CM practices.…”

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Classroom management (CM) practices are those employed by teachers to effectively create and maintain supportive and productive classroom environments (Back et al, 2016). An eclectic, multidimensional theory now guides contemporary conceptualizations of CM (Wallace et al, 2020). From this perspective, broadly, CM can be viewed as a set of practices, procedures, and behaviors that are used collectively and flexibly to facilitate desirable student outcomes.

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Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter

“…Allen et al, 2013;Araujo et al, 2016;Kane & Staiger, 2012;La Paro et al, 2004). However, a growing body of literature is raising concerns about the influence of contextual factors on CLASS scores and our ability to use these scores to explore change in teacher practice over time (reliability) and detect differences between teachers (sensitivity) (Briggs & Alzen, 2019;Casabianca et al, 2015;Gitomer et al, 2014;Wallace et al, 2020).…”

Research on the optimization of the innovation path of university education and teaching management based on the weighted function algorithm of RFID technology

“…The literature [14] helps novice teachers build humane pedagogy by understanding how to use core practices for reflecting and formulating the fundamentals of classroom management to organize and manage classrooms composed of multilingual students. The literature [15] points out the impact of transcripts generated through video viewing sessions on adolescents, adults, and other factors, thus clarifying that student involvement and a positive climate have a special relationship with classroom evaluation.…”