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

Lia E. Sandilos, Sarah Wollersheim Shervey, James C. DiPerna, Puiwa Lei, Weiyi Cheng

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly modified version of the original CLASS K-3 3-factor model best fit the current data. Although stable findings emerged across the current and previous studies, particularly in relation to the presence of 3 latent domains, there is also some variability across structures at different grade levels with regard to the bifactor and 3-factor models.

Original languageEnglish (US)
Pages (from-to)226-239
Number of pages14
JournalSchool Psychology Quarterly
Volume32
Issue number2
DOIs
StatePublished - Jun 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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