Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation

Linda A. Reddy, Christopher M. Dudek, Angelique J. Rualo, Gregory A. Fabiano

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

The present study investigated the concurrent validity of the Classroom Strategies Scale–Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom quality. A sample of 126 kindergarten through 5th-grade general education teachers self-reported on their usage of empirically supported instructional and behavioral management strategies as measured by the CSS-T while a certified independent observer completed the CLASS. Correlational analyses were used to compare CSS-T frequency and discrepancy scores and the CLASS scores. As hypothesized, results demonstrated significant positive (CSS-T frequency scale scores) and negative (CSS-T discrepancy scale scores) correlations between specific CLASS domains and dimensions, thus providing initial evidence for the concurrent and discriminant validity of the CSS-T. Implications of findings are discussed.

Original languageEnglish (US)
Pages (from-to)267-277
Number of pages11
JournalEducational Assessment
Volume21
Issue number4
DOIs
StatePublished - Oct 1 2016

All Science Journal Classification (ASJC) codes

  • Education

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