New Evidence on the Validity of the Classroom Assessment Scoring System

• In Event: Roundtable Session 117
  In Roundtable Session: Validation of Scales

Abstract

The Classroom Assessment Scoring System has been widely used in research studies to evaluate the teacher-child interactions that contribute to the quality of early education classrooms. This scale was created grounded in well-established education and child care theory, but the psychometric evaluation of the scale only incorporated classical test theory methods. In this study we will be evaluating the validity of the CLASS using item response theory models and hierarchical linear modeling. Four types of validity will be investigated, which include: structural, response process, test content, and criterion validity. We hope to establish new validity evidence for the CLASS.

Author

• Nicole Makas Colwell, University of Illinois at Chicago