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Updated: May 4, 2026
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Development and construct validity of the Classroom Strategies Scale-Observer Form.
Linda A Reddy1, Gregory Fabiano2, Christopher M Dudek1
1Graduate School of Applied and Professional Psychology.
Summary
This study introduces the Classroom Strategies Scale (CSS), a new observational tool to assess teacher instructional and behavioral management practices, demonstrating its reliability and validity for educational research.
Area of Science:
- Educational Psychology
- Classroom Management Research
Background:
- Progress monitoring research has historically overlooked teacher practices.
- A gap exists in observational tools for evaluating teacher instructional and behavioral management strategies.
Purpose of the Study:
- To develop and validate a new teacher observational assessment, the Classroom Strategies Scale (CSS).
- To provide empirical support for the theoretical underpinnings of instructional and behavioral management scales within the CSS.
Main Methods:
- Development and validation of the Classroom Strategies Scale (CSS).
- Confirmatory factor analyses (CFAs) were conducted on data from 317 classrooms.
- Reliability estimates (internal consistency, interrater, test-retest) and item bias were assessed.
Main Results:
- The CSS demonstrated good reliability, including internal consistency, interrater reliability, and test-retest reliability.
- CFAs supported both first-order and higher-order factor models for instructional and behavioral management practices.
- The scale showed freedom from item bias across key teacher demographics.
Conclusions:
- The Classroom Strategies Scale (CSS) is a reliable and valid observational tool for assessing teacher practices.
- Findings support the use of the CSS for evaluating classroom instructional and behavioral management.
- The study provides a foundation for future measurement development in teacher assessment.
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