Structural validity of CLASS K-3 in primary grades: Testing alternative models.

Area of Science:

• Educational Psychology
• Classroom Assessment
• Measurement and Psychometrics

Background:

• The Classroom Assessment Scoring System (CLASS) is a widely used tool for evaluating teacher-student interactions.
• Understanding the internal structure of assessment tools like CLASS is crucial for ensuring their validity and reliability.
• Previous research has established a 3-factor model for CLASS K-3, but further examination is warranted.

Purpose of the Study:

• To examine the internal structure of the Classroom Assessment Scoring System (CLASS) for Kindergarten to 3rd grade.
• To compare the fit of the original CLASS K-3 model against five alternative structural models.
• To confirm or refine the factor structure of the CLASS K-3 instrument.

Main Methods:

• Confirmatory factor analysis (CFA) was employed to test the proposed structural models.
• The study utilized data from a sample of 141 first- and second-grade classrooms.
• Multiple models, including the original 3-factor model and alternative structures, were evaluated for their fit to the observed data.

Main Results:

• A slightly modified version of the original 3-factor CLASS K-3 model demonstrated the best fit with the collected data.
• Stable findings regarding the presence of 3 latent domains were consistent with previous research.
• Some variability in structural models (bifactor and 3-factor) was observed across different grade levels.

Conclusions:

• The findings support a robust 3-factor structure for the CLASS K-3, with minor modifications enhancing model fit.
• The study confirms the internal structure of the CLASS K-3, reinforcing its utility in early education settings.
• While the 3-domain structure is stable, acknowledging grade-level variations in specific model configurations is important for nuanced application.