Examining Rater Effects on the Classroom Assessment Scoring System

Autor:	Kara M. Styck, Lia E. Sandilos, James C. DiPerna, Christopher J. Anthony
Rok vydání:	2020
Předmět:	Scoring system education 05 social sciences Pediatrics Perinatology and Child Health Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology 050105 experimental psychology 050104 developmental & child psychology Education Clinical psychology
Zdroj:	Child Development. 92:976-993
ISSN:	1467-8624 0009-3920
DOI:	10.1111/cdev.13460
Popis:	The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher-child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sample of 77 teachers who were rated by 13 observers. Results indicated significant rater effects across all three CLASS domains. Adjusting for these effects, however, did not improve relations between CLASS scores and child outcomes. Implications for the CLASS and related assessments are discussed.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4a9af6b76bf89025d2ba53f3dc51c7a5 https://doi.org/10.1111/cdev.13460 Zobrazit plný text záznamu Plný text