6533b872fe1ef96bd12d2e47

RESEARCH PRODUCT

A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context

Martti SiekkinenAnna-maija PoikkeusEija PakarinenJari-erik NurmiMarja-kristiina LerkkanenTuomo Virtanen

subject

Sociology and Political ScienceContext (language use)luokkatyöskentelyDevelopmental psychologyGoodness of fithavainnointiRating scaleclassroom workDevelopmental and Educational PsychologyMathematics educationta5160501 psychology and cognitive sciencesLife-span and Life-course Studiesta515Reliability (statistics)Classroom Assessment Scoring System-Secondary (CLASS-S)Self-efficacy05 social sciences050301 educationTeaching Through Interactionsopetusrakenneanalyysistructure analysisConfirmatory factor analysisInter-rater reliabilityclassroom observationScale (social sciences)Psychology0503 educationSocial Sciences (miscellaneous)050104 developmental & child psychology

description

This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better fit for the data compared with one- and two-factor structures. Structural validity was demonstrated by mostly high factor loadings. Except for two interrater intraclass correlations, all item, scale, and interrater reliabilities were either acceptable or good. The study found some evidence for concurrent associations between the three CLASS-S factors and teacher self-ratings. The results provide evidence of the applicability of the CLASS-S instrument in educational contexts (Finland) outside the United States.

yearjournalcountryeditionlanguage
2017-03-26The Journal of Early Adolescence
https://doi.org/10.1177/0272431617699944