Application Of CLASS(PRE-K)in Preschool Music Collective Teaching

Classroom Assessment Scoring System(Pre-K)is the most popular assessment tool for teacher-children interaction quality in the world.It has a certain cross-cultural applicability.The research explores the applicability of CLASS in the preschool music collective teaching,through the analysis of its' measurement properties and rating standards' suitability.According to the results and the feedback of raters,references are provided for the application and revision of CLASS in music collective teaching.The methods of video observation,questionnaire survey and interview are mainly used in this research.20 public preschools are selected by means of random sampling in H,and 55 day music teaching activities are observed through the teaching video,using the CLASS to assess the teacher-children interaction quality in the teaching activities;30 outstanding preschool music teachers are selected by objective sampling method in H,giving them "the questionnaire of features on high quality teacher-children interaction in the collective teaching",collecting their opinions on the suitability of CLASS grading standards;in addition,3 preschool teachers in the city of H are selected,and semi-structured interview was carried out on them,to get their specific feedback on the suitability of grading standards;finally,I also have an open interview with 7 raters to collect their feedback about CLASS.The results show that:(1)Except for the "Negative Climate",the other 9 dimensions have good discriminant validity;there are 26 indicators significantly associated with teacher-child interaction quality of music collective teaching,and there are 14 indicators having no or weak correlation with teacher-child interaction quality of music collective teaching.(2)The internal consistency coefficient of the whole rating scale is high;the internal consistency coefficient of the domain of"Emotional Support" and "Instructional Support" is also comparatively ideal,but the internal consistency coefficient of the domain of "Classroom Organization" is low.(3)After excluding the "Negative Climate ",the data of this study is accordance with the original three factors structure model,that is,"Emotional Support,Classroom Organization and Instructional Support".(4)In preschool music collective teaching situation,there are 14 suitable indicators for grading standard in the domain of"Emotional Support",9 in the domain of "Class Organization',and 5 in the domain of "Instructional Support".(5)The raters think that CLASS has advantages as well as disadvantages when it is used to evaluate music collective teaching quality.After a comprehensive comparison between the results of reliabilities and validities test and rating standards' suitability,I make conclusions that CLASS is suitable for assessing the interaction quality in music collective teaching as a whole,and some indicators are not suitable for assessing teacher-child interaction quality in music collective teaching.I put forward 5 pieces of advice for the revision of CLASS in music collective teaching.We need to make the vague indicators more clearly,revise some unsuitable indicators,improve the matching degree of the case,reflect the age characteristics in the grading standards of several behavior markers,as well as add evaluation items which reflect the characteristics of music teaching activities.