ABSTRACT

Research Findings: This study provides psychometric validation of the Classroom Engagement Scale (CES), a 14-item, teacher-report, formative assessment of behavioral engagement. It is currently used for all kindergarten children in a large, urban school district where it is embedded in the report card. Multi-level factor analysis revealed two distinct dimensions of the measure – academic engagement and social engagement – that comport with the educational research literature. Measurement invariance investigations provided initial support for the applicability of the CES across student subgroups and time. Finally, the two dimensions of the CES were found to be differentially predictive of important kindergarten and third-grade outcomes, providing evidence of concurrent and predictive validity. Practice or Policy: This study was designed in response to both the national call for routine monitoring of critical engagement competencies and the lack of validated teacher-report measures of these skills that can be used to inform ongoing instruction. This initial validation is an important step in institutionalizing practical, quality measurement within schools. Because of its strategic placement on the kindergarten report card, the CES provides an opportunity for teachers and families to share information about students’ engagement skills and coordinate confluent supports to foster these critical competencies.

摘要

研究结果：这项研究提供了课堂参与量表 (CES) 的心理测量验证，这是一个包含 14 个项目的教师报告，行为参与的形成性评估。它目前用于大型城市学区的所有幼儿园儿童，并嵌入成绩单中。多层次因素分析揭示了该测量的两个不同维度——学术参与和社会参与——与教育研究文献相符。测量不变性调查为 CES 跨学生亚组和时间的适用性提供了初步支持。最后，发现 CES 的两个维度对重要的幼儿园和三年级结果有差异预测，提供了并发和预测有效性的证据。实践或政策：本研究的设计是为了响应国家要求对关键参与能力进行常规监测，以及缺乏可用于为正在进行的教学提供信息的这些技能的经过验证的教师报告措施。这种初步验证是在学校内将实用的质量测量制度化的重要一步。由于其在幼儿园成绩单上的战略位置，CES 为教师和家庭提供了一个机会，可以分享有关学生参与技能的信息，并协调一致的支持以培养这些关键能力。