In order to reconcile these goals, it is important to examine effective coaching behaviours and thereby identify environments that are most healthy for children’s and youths’ social, emotional, athletic and cognitive development.Ĭoach–athlete interactions as the most dominant part of coaching behaviour can be measured with different methods-e.g. Training in children and youth sports aims at achieving multiple goals: the optimal improvement of learning and performance, the support of motivation, as well as the promotion of positive social and emotional growth. Overall, the results support the transfer of the CLASS to sports contexts. ICC consistently reach the statistical significance level ( p < 0.01) and range between 0.54 and 0.87. Values for more stringent reliability measures are also acceptable to good, with individual exceptions. PWO across the eight dimensions are very good to excellent, ranging from 88–98%. Moreover, interrater reliability was determined using several measures including Percent Within One (PWO), Cohen’s κ, weighted κ and intraclass correlation (ICC). Confirmatory factor analysis supports a three-factorial structure of the quality dimensions thus confirming the assumed “Teaching Through Interactions Framework”. In all, 221 sequences were independently rated by two certified observers in 8 dimensions on a 7-point scale. To test the suitability of CLASS for sports training, 26 coaches were video-recorded in their training session with children aged approximately 8–12 years. Each domain comprises three to four dimensions, from which eight seem applicable for the context of sports coaching. The CLASS follows a hierarchical structure with three domains: Emotional Support, Classroom Organisation and Instructional Support. We use the population standard deviation because this data set includes all CLASS scores.The Classroom Assessment Scoring System (CLASS)-a systematic observation instrument for the assessment of generic pedagogical teaching characteristics-was transferred to the context of extracurricular sports training. There are two types of standard deviation (i.e., sample and population). Standard Deviation: a value that shows how much variation exists in a set of data. Median: the middle value, where half the scores are below this point and half are above it Mean: the average value, calculated by summing all scores and dividing by the number of scores National Distribution of Grantee-Level Domain Scores The following table and graphs provide additional information on how grantee-level domain scores are distributed nationally.
*Note: To calculate the Emotional Support domain, subtract the Negative Climate score from 8, add the Positive Climate, Teacher Sensitivity, and Regard for Student Perspective scores, then divide by 4. Grantee-level dimension scores are averaged to produce grantee-level domain scores.* Previous large-scale studies of CLASS have shown that the average preschool classroom scores are higher in the domains of Emotional Support and Classroom Organization than in the domain of Instructional Support. National Grantee-Level Scores by Dimension Instructional Support assesses the ways in which teachers implement the curriculum to effectively promote cognitive and language development.Classroom Organization assesses classroom routines and procedures related to the organization and management of children's behavior, time, and attention in the classroom.Emotional Support assesses the degree to which teachers establish and promote a positive climate in their classroom through their everyday interactions.The 10 CLASS dimensions are organized into three domains: Emotional Support, Classroom Organization, and Instructional Support. The CLASS tool has 10 dimensions of teacher-child interactions rated on a 7-point scale, from low to high. In 2018, 462 Head Start grantees received CLASS reviews. Individual grantee CLASS reports also are available on the ECLKC in the Program Service Reports.
#Classroom assessment scoring system indicators preschool pdf
Select this link for the PDF version of the report: A National Overview of Grantee CLASS Scores in 2018. This document provides descriptive statistics of the 2018 grantee-level CLASS data.įor more information, see: Use of CLASS in Head Start, available on the ECLKC. CLASS-reliable reviewers visited a random sample of preschool classrooms to obtain grantee-level scores. During the 2017–2018 program year, the Office of Head Start (OHS) used the Classroom Assessment Scoring System ( CLASS ®) Pre-K Teacher-Child Observation Instrument during its on-site reviews of grantees.
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