TY - JOUR
T1 - Examining the Psychometrics and Characteristics of the Assessing School Settings
T2 - Interactions of Students and Teachers
AU - Bradshaw, Catherine P.
AU - McDaniel, Heather L.
AU - Kaihoi, Chelsea A.
AU - Braun, Summer S.
AU - Pas, Elise T.
AU - Bottiani, Jessika H.
AU - Cash, Anne H.
AU - Debnam, Katrina J.
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2023.
PY - 2024/3
Y1 - 2024/3
N2 - This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from.69 to.82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.
AB - This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from.69 to.82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.
KW - emotional/behavioral disorders
KW - observation
KW - rating scales
UR - http://www.scopus.com/inward/record.url?scp=85166969968&partnerID=8YFLogxK
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U2 - 10.1177/15345084231187087
DO - 10.1177/15345084231187087
M3 - Article
AN - SCOPUS:85166969968
SN - 1534-5084
VL - 49
SP - 86
EP - 97
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
IS - 2
ER -