Examining Rater Effects on the Classroom Assessment Scoring System

Kara M. Styck; Christopher J. Anthony; Lia E. Sandilos; James C. DiPerna

doi:10.1111/cdev.13460

Examining Rater Effects on the Classroom Assessment Scoring System

Kara M. Styck, Christopher J. Anthony, Lia E. Sandilos, James C. DiPerna

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

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.

Original language	English (US)
Pages (from-to)	976-993
Number of pages	18
Journal	Child development
Volume	92
Issue number	3
DOIs	https://doi.org/10.1111/cdev.13460
State	Published - May 1 2021

All Science Journal Classification (ASJC) codes

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/cdev.13460

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title = "Examining Rater Effects on the Classroom Assessment Scoring System",

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.",

author = "Styck, {Kara M.} and Anthony, {Christopher J.} and Sandilos, {Lia E.} and DiPerna, {James C.}",

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AU - Styck, Kara M.

AU - Anthony, Christopher J.

AU - Sandilos, Lia E.

AU - DiPerna, James C.

N1 - Funding Information: This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A090438 to The Pennsylvania State University. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education. Publisher Copyright: © 2020 Society for Research in Child Development

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Y1 - 2021/5/1

N2 - 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.

AB - 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.

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Examining Rater Effects on the Classroom Assessment Scoring System

Abstract

All Science Journal Classification (ASJC) codes

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