Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation
Article
Reddy, LA, Dudek, CM, Rualo, AJ et al. (2016). Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation
. 21(4), 267-277. 10.1080/10627197.2016.1236675
Reddy, LA, Dudek, CM, Rualo, AJ et al. (2016). Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation
. 21(4), 267-277. 10.1080/10627197.2016.1236675
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.
