ABSTRACT We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroom interactions. We establish CASI measurement properties by analyzing panoramic videos of 4th and 5th grade classrooms from the Measures of Effective Teaching project, and argue for its significance in terms of achievement opportunity for minoritized students and needed evidence regarding equitable teaching. We frame ten dimensions of sociocultural interactions within three domains: Life Applications (i.e., connections with what students know and do outside of school); Self in Group (i.e., interdependence to motivate learning and foster social identities); and Agency (i.e., how freedom and choice are managed). We demonstrate how measurement error is associated with raters, lessons, and lesson segments, and discuss implications for CASI refinement, as well as appropriate instrument uses to enrich learning opportunities for minoritized students across a variety of classroom settings.

中文翻译：

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衡量课堂互动的文化维度

摘要我们追踪了发展过程，并分析了社会文化互动课堂评估（CASI）的可推广性，该评估系统旨在衡量课堂互动的文化维度。我们通过对“有效教学措施”项目中的四年级和五年级教室的全景视频进行分析，来建立CASI测量属性，并论证其对于小学生的成就机会的重要性以及公平教学所需的证据。我们在三个领域内构建了十个维度的社会文化互动：生活应用（即与学生在校外的知识和行为的联系）；团体自我（即相互依赖以激发学习和培养社会认同感）；和代理（即如何管理自由和选择）。