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A preliminary validity of the classroom assessment scoring system in Norwegian lower-secondary schools

The article “A preliminary validity of the classroom assessment scoring system in Norwegian lower-secondary schools” (CLASS-S), presents a study validating the use of the observation instrument CLASS-S in a Norwegian context.

CLASS-manual.

Observations seem particularly susceptible to rater error due to the level of subjectivity involved in assessment. Thus, the present paper aims to investigate: (1) inter-rater agreement (IRA) using the Classroom Assessment Scoring System – Secondary version (CLASS-S) and (2) the CLASS-S factor structure in a Norwegian context. Inter-rater agreement analysis comprise percent within one (PWO). Confirmatory factor analysis are performed to analyze the factor structure. Certified trainers scored videotaped observations.

The study indicates that an acceptable IRA can be achieved in a Norwegian setting, and it reports promising results regarding the structural validity of the CLASS-S. The current study adds to the initial evidence that this is a robust model for understanding classroom interactions across cultures.

The CLASS-S protocol is based on the Teaching Through Interactions framework which provides a vehicle that may help link research-based knowledge on classroom interactions to teacher evaluation and professional development.

Full reference: 

Westergård, E., Ertesvåg, S.E. & Rafaelsen, F. (2018) A Preliminary Validity of the Classroom Assessment Scoring System in Norwegian Lower-Secondary Schools. Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2017.1415964