Examining the Psychometrics and Characteristics of the Assessing School Settings: Interactions of Students and Teachers

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY

Accounts of Chemical Research Pub Date : 2023-08-05 DOI:10.1177/15345084231187087

Catherine P. Bradshaw, Heather L. McDaniel, Chelsea A. Kaihoi, Summer S. Braun, Elise T. Pas, Jessika H. Bottiani, A. Cash, Katrina J. Debnam

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Abstract

This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from .69 to .82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.

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考察评估学校环境的心理测量学和特征：学生和教师的互动

本文重点介绍了评估学校环境：学生和教师的互动（ASSIST）的心理测量特性和特征，这是一项由受过培训的外部观察者在课堂上对教师实践、课堂环境和学生行为进行的观察评估。研究1利用185所小学、中学和高中的3298间教室的数据，研究了ASSIST成绩之间的可变性、可靠性和收敛性。我们报告了学校水平的组内相关性（ICCs）、标准差、平均值和ASSIST量表的可靠性估计；研究ASSIST测量的结构与多水平相关性之间的对应关系；并探索ASSIST全球量表分数的学校水平预测因素。研究2在41所中学335名教师的课堂上使用反复的ASSIST和课堂评估评分系统-中等（CLASS-S）观察，进一步检验了随时间变化的可靠性和收敛有效性。ASSIST的全球测量在三个相同的教师观察中表现出中等到良好的可靠性（ICCs从.69到.82）。所有ASSIST和CLASS-S量表之间的关联表明，这些测量非常一致，尤其是在教师和学校层面。总之，这些发现突出了ASSIST观察性测量作为一种研究和实践工具在多种学校类型和课堂环境中的效用，并有可能为指导提供信息，以改善教师的课堂管理。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.