We evaluated the psychometric properties of the Classroom Practices Survey–Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its previous version. Internal consistency estimates for the four factors were higher for the high-achieving students (α = .84–.94) compared with estimates for students who achieve at average (α = .83–.92) and low (α = .81–.90) levels. Model fit of the data was in the acceptable range across all achievement levels. However, model fit indices for the high-achieving group were slightly better than for the average- and low-achieving groups. Results support the practical value of CPS-R as a tool to assess teachers’ use of differentiation strategies.

我们评估了与低，中，高水平的学生一起使用时，修订的《课堂实践调查》（CPS-R）的心理计量学特性。共有739名教师在教室为学生完成了CPS-R。结果表明，与以前的版本相比，CPS-R在所有成就水平上的可靠性都有所提高。成绩优异的学生对这四个因素的内部一致性估计较高（α= .84–.94），而平均成绩较低的学生（α= .83–.92）和较低的学生（α= .81– .90）级别。数据的模型拟合度在所有成就级别的可接受范围内。但是，高成就组的模型拟合指数略好于平均水平和低成就组。