Structural validity of CLASS K–3 in primary grades: Testing alternative models.

Sandilos, Lia E.; Shervey, Sarah Wollersheim; DiPerna, James C.; Lei, Pui Wa; Cheng, Weiyi

doi:10.1037/spq0000155

Cited by 14 publications

(8 citation statements)

References 23 publications

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“…Additionally, the provision of specific instructional supports is assessed through teachers' use of constructive feedback and scaffolding, varied modalities for learning, modeling of novel vocabulary, and fostering of analytical thinking skills . The CLASS has undergone rigorous empirical evaluation and is most frequently used in early childhood and elementary settings (e.g., Downer, Sabol, & Hamre, 2010;Hafen et al, 2015;Sandilos, Wollersheim Shervey, DiPerna, Lei, & Cheng, 2017), with a smaller body of research conducted at the secondary level (Allen, Pianta, Gregory, Mikami, & Lun, 2011). Direct relations between CLASS and student outcomes are generally moderate (Zaslow et al, 2016), spurring continued exploration of the ways in which the measurement of high-quality teacher-child interactions may relate to student achievement.…”

Section: Classroom Observationsmentioning

confidence: 99%

Converging on quality: Examining multiple measures of teaching effectiveness

Sandilos

Sims

Norwalk

et al. 2019

Journal of School Psychology

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The present study explores the convergent and predictive validity for several widely used measures of teaching quality from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2009-2011). Specifically, the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & Mintz, 2012), the Framework for Teaching (FFT; Danielson Group, 2013), and the Tripod Student Perceptions Scale (Tripod; Ferguson, 2008) were examined. Correlations among measures were assessed by developmental level and content area (elementary mathematics N = 70; elementary English language arts N = 101; middle school mathematics N = 291, middle school English language arts N = 280). Both average scores and score variability (i.e., coefficient of variation) for the CLASS, FFT, and Tripod were used to predict value-added models (VAM), a high-stakes measure of students' academic growth. For elementary mathematics and ELA, findings indicated the CLASS and FFT exhibited moderate convergent validity while divergent validity was found between the Tripod and the CLASS and FFT. Across content areas in middle school grades, the CLASS, FFT, and Tripod exhibited moderate to high-moderate convergent validity. Average student and observer scores were positively related to VAM scores, whereas variability in scores demonstrated negative relations to VAM scores. Implications of findings for teacher evaluation and professional development are discussed. For decades, practitioners, researchers, and policy makers have endeavored to generate measures that capture "effective teaching" (Stronge, Ward, & Grant, 2011). Teachers have the potential to play a pivotal role in the academic and social-emotional development of their students (Pianta, 1999), yet education research indicates there is considerable variation in the quality of instruction students receive within and across classrooms (Chetty, Friedman, & Rockoff, 2011; Cohen & Goldhaber, 2016; Cohen, Ruzek, & Sandilos, 2018). In the United States, evaluation of effective teaching has propelled forward with the adoption of federal policies that provide incentives based on teacher qualifications and student achievement, such as the Teacher Incentive Fund (Heyburn, Lewis, & Ritter, 2010) and Race to the Top (U.S. Department of Education, 2009). More recently, the Every Student Succeeds Act (ESSA, 2015) stipulated that teacher evaluation systems should include multiple measures of teacher effectiveness that inform instructional planning and professional growth opportunities, underscoring the value of accumulating convergent and predictive psychometric evidence for various measures of instructional quality. Despite increased national attention, consensus about how to best measure teacher effectiveness has yet to be established

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Section: Classroom Observationsmentioning

confidence: 99%

Converging on quality: Examining multiple measures of teaching effectiveness

Sandilos

Sims

Norwalk

et al. 2019

Journal of School Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…There have been several investigations of the structural validity of the CLASS exploring both three-factor and bifactor models (e.g., Hamre et al, 2007Hamre et al, , 2014Madill, 2014). In early elementary grades, research has generally supported the published three-factor structure (Pianta et al, 2008;Sandilos, Wollersheim Shervey, DiPerna, Lei, & Cheng, 2016).…”

Section: Measures Classroom Assessment Scoring Systemmentioning

confidence: 77%

Examining Rater Effects on the Classroom Assessment Scoring System

et al. 2020

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The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher-child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sample of 77 teachers who were rated by 13 observers. Results indicated significant rater effects across all three CLASS domains. Adjusting for these effects, however, did not improve relations between CLASS scores and child outcomes. Implications for the CLASS and related assessments are discussed.

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“…However, the research sample in these studies is often broader than K-3, and it is not always clear whether CLASS K-3 or an earlier version was used. More recent studies used CLASS K-3 in a K-3 setting and provide much evidence about the observation system: an evaluation of the factor-analytic validity (Sandilos, Shervey, DiPerna, Lei and Cheng, 2016), measures of internal consistency and evidence for the reliability of the individual domains (e.g. Abry, Rimm-Kaufman, Larsen & Brewer, 2013), and stability of most scores across the day of the week, month and year (Henry, 2010).…”

Section: Classroom Assessment Scoring System (Class K-3 and Ue)mentioning

confidence: 99%