Investigating applicability of ratings of indicators of the CLASS Pre-K instrument
Pakarinen, E., Malmberg, L.-E., Poikkeus, A.-M., Siekkinen, M., & Lerkkanen, M.-K. (2023). Investigating applicability of ratings of indicators of the CLASS Pre-K instrument. International Journal of Research and Method in Education, 46(3), 231-247. https://doi.org/10.1080/1743727x.2022.2128741
Authors
Date
2023Discipline
Esi- ja alkuopetusKasvatustiedeKasvatuspsykologiaPre- and Early Childhood EducationEducationKasvatuspsykologiaCopyright
© 2022 Informa UK Limited, trading as Taylor & Francis Group
When classroom observations are increasingly used for accountability and evaluation purposes, a deeper understanding of the psychometric properties of such measurement tools is needed. The present study took a unique approach to examine the psychometric properties of a commonly used classroom observation measure by testing the reliability of indicators for higher-order constructs (i.e. dimensions). We investigated the reliability of indicator ratings of the Classroom Assessment Scoring System (CLASS) Pre-K instrument in Finnish kindergarten and first grade classrooms. Twenty-one observer pairs rated 838 segments identified from the 413 lessons of 48 teachers. Variance components models were specified to investigate variance proportions of each indicator and dimension. The results showed that most observer disagreement was found for the instructional support domain. Observers disagreed relatively more depending on the teacher they observed. There is a clear need for additional understanding on how observers process information on the complex elements of classroom interaction in order to improve training programmes and the reliability and accuracy of the assessment procedure.
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RoutledgeISSN Search the Publication Forum
1743-727XKeywords
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https://converis.jyu.fi/converis/portal/detail/Publication/158995827
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Research Council of FinlandFunding program(s)
Postdoctoral Researcher, AoF; Research profiles, AoF; Academy Project, AoFAdditional information about funding
This work was supported by Academy of Finland [grant numbers 268586, 277299, 292466].License
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