An ecological analysis of the Classroom Assessment Scoring System in K-1 Mexican classrooms

Measures of teaching are used internationally to understand and improve quality in early education with little consideration for ecological validity. In this study, we analyze videos gathered in 58 K-1 classrooms in Central Mexico to evaluate the validity and reliability of scores from an observatio...

Full description

Saved in:
Bibliographic Details
Published in:Early years (London, England) England), 2020-10, Vol.40 (4-5), p.514-533
Main Authors: Jensen, Bryant, Pérez Martínez, María Guadalupe, García Medina, Adán Moisés, Martínez, José Felipe, Benito Cox, Carolina, Larsen, Ross
Format: Article
Language:English
Subjects:
Behavior Modification
Classroom Environment
classroom observation
Classroom Techniques
Concept Formation
Discussion (Teaching Technique)
Early childhood education
Educational Quality
Emotional Development
Error of Measurement
Feedback (Response)
Foreign Countries
Generalizability Theory
Grade 1
Interaction
Interpersonal Relationship
Kindergarten
Language Usage
Learning Activities
mexico
Productivity
Student Attitudes
Teacher Behavior
Teacher Effectiveness
Teaching
Teaching Methods
Teaching quality
Test Reliability
Test Validity
Thinking Skills
Validity
Video Technology
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Measures of teaching are used internationally to understand and improve quality in early education with little consideration for ecological validity. In this study, we analyze videos gathered in 58 K-1 classrooms in Central Mexico to evaluate the validity and reliability of scores from an observational tool developed in the U.S. and used internationally: the Classroom Assessment Scoring System (CLASS). We use mixed methods to examine ecological validity to propose a revised, better-fitting three-factor solution of the CLASS in Mexico: Emotional Support (Positive Climate, Negative Climate), Social Relationships for Teaching (Teacher Sensitivity, Instructional Learning Formats, Behavior Management, Productivity), and Instructional Interactions (Regard for Student Perspectives, Concept Development, Quality of Feedback, Language Modeling). Generalizability study findings demonstrate moderate reliability across three sources of measurement error: raters, days, and video segments. These findings support the need for a 'unified approach to validity' to develop, adapt, and refine measures of teaching as a basis for enhancing teacher development and teaching quality in early education in Mexico and throughout Latin America.
ISSN:0957-5146
1472-4421
DOI:10.1080/09575146.2020.1749035