Examining Rater Effects on the Classroom Assessment Scoring System

Autor/inn/en	Styck, Kara M.; Anthony, Christopher J.; Sandilos, Lia E.; DiPerna, James C.
Titel	Examining Rater Effects on the Classroom Assessment Scoring System
Quelle	In: Child Development, 92 (2021) 3, S.976-993 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Styck, Kara M.) ORCID (Anthony, Christopher J.) ORCID (Sandilos, Lia E.) ORCID (DiPerna, James C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13460
Schlagwörter	Classroom Environment; Teacher Student Relationship; Scores; Correlation; Child Development; Outcomes of Education; Evaluators; Teacher Evaluation; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Kindesentwicklung; Lernleistung; Schulerfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01