Individualized Classroom Assessment Scoring System (inCLASS) Factorial Validity: What It Entails for Research Conducted in Quebec on Child Engagement

• In Event: Measurement and Early Childhood Education: Challenges and Opportunities

Abstract

This study examines the factorial validity of the Individualized Classroom Assessment Scoring System (inCLASS) using data collected from 151 children attending Early Childhood Education and Care (ECEC) in Quebec (Canada). Confirmatory factor analyses showed an inadequate fit of the four-domain model based on problems related to the Teacher Communication dimension. Positive intercorrelations were found between Peer Interactions and Task Orientations. After allowing for the covariance of dimensions belonging to these two domains and setting the residual variance of the Teacher Communication variable to zero, the fit of the model improved, but remained inadequate. These findings suggest the factorial structure of the inCLASS should be revised and that interpreting findings from Quebec research using this tool should be done with caution.

Authors

• Julie Lachapelle, Université du Québec - Montréal
  Non-Presenting Author

• Maude Roy-Vallieres, Université du Québec à Montréal
  Presenting Author

• Nathalie Bigras, University of Quebec at Montreal
  Non-Presenting Author

• Lise Lemay, University of Quebec at Montreal
  Non-Presenting Author

• Caroline Bouchard, Université Laval
  Non-Presenting Author