Individualized Classroom Assessment Scoring System (inCLASS) Project
Assessing Preschoolers' Classroom Behavior
The Individualized Classroom Assessment Scoring System™ (inCLASS) is an observational assessment of young children's competence during everyday interactions with teachers, peers, and tasks in preschool and kindergarten classroom environments.
Initial findings from research in over 300 classrooms indicate promising psychometric properties, including interrater reliability as well as construct and criterion-related validity. A number of inCLASS on-line resources are currently in development for early childhood teachers, including: a) a video library with over 200 exemplar videos of child behaviors, and b) a set of training modules designed to help teachers learn more about and improve detection of key interactions within their classrooms.
The inCLASS is part of the Interagency Consortium for School Readiness Outcome Measures (ICSROM) and co-funded by the U.S. Departments of Health and Human Services and Education.
End date: 2012
Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interaction. Early Childhood Research Quarterly, 25, 1-16.
Booren, L. M., Vitiello, V. E., & Downer, J. T. (2010, June). Observing differences in preschooler’s interactions with teachers, peers, and tasks across classroom activity settings. Paper presentation symposium at the biennial Head Start’s National Research Conference, Washington, DC.
- German Researcher Gives Guest Lecture at CASTL
- CASTL Lands Grant to Help Preschool Teachers Address Students’ Challenging Behaviors
- Visiting Scholar from Germany Collaborates on ECE Research
- Bohlmann Presents inCLASS Research in Exeter
- CASTL Researchers Develop Tools to Gauge Youngsters’ School Readiness