TY - JOUR
T1 - Concurrent Validity of the Classroom Strategies Scale–Teacher Form
T2 - A Preliminary Investigation
AU - Reddy, Linda A.
AU - Dudek, Christopher M.
AU - Rualo, Angelique J.
AU - Fabiano, Gregory A.
N1 - Publisher Copyright:
© 2016 Taylor & Francis Group, LLC.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - 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.
AB - 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.
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U2 - 10.1080/10627197.2016.1236675
DO - 10.1080/10627197.2016.1236675
M3 - Article
AN - SCOPUS:84994097073
SN - 1062-7197
VL - 21
SP - 267
EP - 277
JO - Educational Assessment
JF - Educational Assessment
IS - 4
ER -