Validation Study of the Classroom Assessment Scoring System -- Secondary in the Norwegian Upper Secondary School Context
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| Title: | Validation Study of the Classroom Assessment Scoring System -- Secondary in the Norwegian Upper Secondary School Context |
|---|---|
| Language: | English |
| Authors: | Maren Stahl Lerang (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Classroom Environment, Test Validity, Secondary School Students, Secondary School Teachers, Video Technology, Factor Structure, Test Reliability, Teacher Characteristics |
| Geographic Terms: | Norway |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| DOI: | 10.1111/ejed.70522 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | The Classroom Assessment Scoring System--Secondary (CLASS-S) is a widely used observation instrument. However, it is important to gain knowledge whether the instrument is applicable in its specific context. This study investigates the applicability of the CLASS-S in Norwegian upper secondary schools. The sample included 95 upper secondary school teachers and their classes from two counties and 12 different schools, including both academic and vocational track classrooms (1342 students). During one school year, the teachers video-recorded their teaching seven times; these videos were scored by certified raters of the CLASS-S. Given the nested data, two-level models were tested. Results supported the original three-factor structure of the CLASS-S (emotional support, classroom organisation, and instructional support) when the instructional learning formats dimension was modelled exclusively at the between-level. Reliability tests revealed good overall item, scale, and interrater reliability values. Some evidence was found between emotional support, classroom organisation, and instructional support, and study track and teacher characteristics. The current study supports the applicability of the CLASS-S in upper secondary schools in Norway. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507005 |
| Database: | ERIC |
| Abstract: | The Classroom Assessment Scoring System--Secondary (CLASS-S) is a widely used observation instrument. However, it is important to gain knowledge whether the instrument is applicable in its specific context. This study investigates the applicability of the CLASS-S in Norwegian upper secondary schools. The sample included 95 upper secondary school teachers and their classes from two counties and 12 different schools, including both academic and vocational track classrooms (1342 students). During one school year, the teachers video-recorded their teaching seven times; these videos were scored by certified raters of the CLASS-S. Given the nested data, two-level models were tested. Results supported the original three-factor structure of the CLASS-S (emotional support, classroom organisation, and instructional support) when the instructional learning formats dimension was modelled exclusively at the between-level. Reliability tests revealed good overall item, scale, and interrater reliability values. Some evidence was found between emotional support, classroom organisation, and instructional support, and study track and teacher characteristics. The current study supports the applicability of the CLASS-S in upper secondary schools in Norway. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70522 |
