A Study On The Localization Of Classroom Assessment And Scoring System (CLASS)

Teacher-child interaction is an important predictor of children’s academic and social development and is "the main mechanism for children to learn in the classroom".The research of Araujo(2016)found that children’s language and mathematics abilities performed better in the classroom with high teacher-student interaction.Classroom Assessment Scoring System(CLASS)is an observation tool to measure the quality of teacher-child interaction.It is composed of 10 dimensions in three areas(emotional support,classroom organization and instructional support).It is based on development theory and research,showing that the interaction between teachers and students is the main mechanism of children’s learning.The premise of CLASS is that effective teachers are better at engaging children to learn activities,and children’s active participation will improve their academic performance.In order to make the Classroom Assessment Scoring System(CLASS)more suitable for the specific situation of China’s preschool education,the structural validity of CLASS and its applicability were tested,and its localization was revised.In this study the Daqing city of Heilongjiang province and Nehe 6 kindergarten,24 classes,40 teachers as the object of observation,in the original Classroom Assessment Scoring System(Pianta,Hamre,& La Paro,2008),on the basis of reference Pakarinen et al.(2010),Hamre et al.(2014),Madill(2014)and Sandilos et al.(2014),an alternative model,combined with the research data samples,localization of Classroom Assessment Scoring System(CLASS)revision.With the results of exploratory factor analysis(EFA)and confirmatory factor analysis(CFA),the model reached the optimal fitting level after eliminating the two dimensions of Negative Climate(NC)and Behavior Management(BM).Classroom Assessment Scoring System(CLASS)is composed of three areas of eight dimensions,emotional support areas including Positive Climate(PC),Teacher Sensitivity(TS),Regard for Student Perspective(RSP),classroom organization arrangements including Productivity(PD)and Instructional Learning Formats(ILF),instructional support domain including Concept Development(CD),Quality of Feedback(QF)and the Language Modeling(LM).This paper examines the validity of the modified CLASS model,points out the limitations of the study,and puts forward some Suggestions for future research.