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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 0000-0001-7661-8841), Tuomo E. Virtanen (ORCID 0000-0002-2971-8046), Eija Pakarinen (ORCID 0000-0001-7190-6705), Marja-Kristiina Lerkkanen (ORCID 0000-0002-5709-5800), Ann Kristin Kolstø-Johansen (ORCID 0009-0000-4802-3947)
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
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  Data: Validation Study of the Classroom Assessment Scoring System -- Secondary in the Norwegian Upper Secondary School Context
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  Data: <searchLink fieldCode="AR" term="%22Maren+Stahl+Lerang%22">Maren Stahl Lerang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7661-8841">0000-0001-7661-8841</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tuomo+E%2E+Virtanen%22">Tuomo E. Virtanen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2971-8046">0000-0002-2971-8046</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eija+Pakarinen%22">Eija Pakarinen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7190-6705">0000-0001-7190-6705</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marja-Kristiina+Lerkkanen%22">Marja-Kristiina Lerkkanen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5709-5800">0000-0002-5709-5800</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ann+Kristin+Kolstø-Johansen%22">Ann Kristin Kolstø-Johansen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-4802-3947">0009-0000-4802-3947</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Classroom+Assessment+Scoring+System%22">Classroom Assessment Scoring System</searchLink>
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  Data: 10.1111/ejed.70522
– Name: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1507005
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        Value: 10.1111/ejed.70522
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        PageCount: 15
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Classroom Environment
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      – SubjectFull: Test Validity
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Norway
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      – SubjectFull: Classroom Assessment Scoring System
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