Cloney Dan, Nguyen Cuc, Adams Raymond J, Tayler Collette, Cleveland Gordon, Thorpe Karen
Dan Cloney, Australian Council for Educational Research, 19 Prospect Hill Rd., (Private Bag 55), Camberwell, VIC 3124, Australia,
J Appl Meas. 2017;18(3):299-318.
The Classroom Assessment Scoring System (CLASS) is an observational instrument assessing the nature of everyday interactions in educational settings. The instrument has strong theoretical groundings; however, prior empirical validation of the CLASS has exposed some psychometric weaknesses. Further the instrument has not been the subject of psychometric analysis at the indicator level. Using a large dataset including observations of 993 Australian classrooms, confirmatory factor analysis is used to replicate findings from the few existing validation studies. Item response modelling is used to examine individual indicator behaviour. Latent growth models are used to produce new findings about estimating factor scores. Findings show that the CLASS exhibits stable psychometric properties within classrooms over repeated observations. Model fit is improved and factor scores are more reliable when the repeated-observations made in administering the CLASS are accounted for statistically. It is recommended that researchers enforce a fixed number of repeated observations to minimise bias.
课堂评估评分系统（CLASS）是一种用于评估教育环境中日常互动性质的观察工具。该工具具有坚实的理论基础；然而，此前对CLASS的实证验证暴露出了一些心理测量学上的弱点。此外，该工具尚未在指标层面进行心理测量分析。利用一个包含对993间澳大利亚教室观察结果的大型数据集，采用验证性因素分析来复制少数现有验证研究的结果。项目反应模型用于检验个体指标行为。潜在增长模型用于得出关于估计因素得分的新发现。研究结果表明，在多次重复观察中，CLASS在课堂内表现出稳定的心理测量学特性。在对CLASS进行管理时，若对重复观察进行统计处理，模型拟合度会提高，因素得分也会更可靠。建议研究人员设定固定数量的重复观察，以尽量减少偏差。
