One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this particular observational protocol rather than a reflection of reality, this study microanalyzed the source material influencing adolescent and adult evaluative assessments of classroom management, using transcripts generated from video viewing sessions. Comparisons between (a) adolescents’ indigenous interpretations, and (b) adults’ trained interpretations of CLASS-S classroom management instructional interactions suggest that adolescents view student engagement and positive climate as particularly relevant to assessments of classroom management, whereas the CLASS-S does not include these as dimensions of effective teaching assessed as part of the Classroom Organization domain.
|Original language||English (US)|
|Number of pages||18|
|Journal||Journal of Psychoeducational Assessment|
|State||Published - Jul 1 2020|
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: The first author received funding from the William T. Grant Foundation through the Measures of Effective Teaching Early Career Award to support this research.
© The Author(s) 2019.
Copyright 2020 Elsevier B.V., All rights reserved.
- Classroom Assessment Scoring System
- classroom management
- student perceptions
- teacher evaluation