Convergent and Predictive Validity of the Classroom Strategies Assessment System for Student Academic Engagement

• In Event: Teacher Effects on Assessment in Public School Classrooms

Abstract

Observer ratings of teachers’ instruction and behavior management practices on the Classroom Strategies Assessment System – Observer Form (CSAS-O; Reddy & Dudek, 2014) and student academic engagement behaviors as measured by the Cooperative Learning Observational Code for Kids (CLOCK; Volpe & DiPerna, 2010) were compared in a sample of 107 teachers and 2,000 students in grades K through 5. Results indicated a significant relationship between CSAS and CLOCK scores. Specifically, CSAS-O scores indicating greater needs for change in teacher practice were negatively associated with student engagement. Multiple linear regression results revealed that CSAS-O instructional practice scores predicted student academic engagement better than behavior management scores. Implications for future research and practice are discussed.

Authors

• Adam Lekwa, Rutgers University

• Linda Reddy, Rutgers University

• Elisa Shernoff, Rutgers University - New Brunswick/Piscataway