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Reynolds AJ, Candee AJ. Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten. Educ Assess Eval Account. 2019;31(4):381-407doi: 10.1007/s11092-019-09306-7.
Reynolds, A. J., & Candee, A. J. (2019). Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten. Educational assessment, evaluation and accountability, 31(4), 381-407. https://doi.org/10.1007/s11092-019-09306-7
Reynolds, Arthur J, and Candee, Allyson J. "Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten." Educational assessment, evaluation and accountability vol. 31,4 (2019): 381-407. doi: https://doi.org/10.1007/s11092-019-09306-7
Reynolds AJ, Candee AJ. Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten. Educ Assess Eval Account. 2019;31(4):381-407. doi: 10.1007/s11092-019-09306-7. Epub 2019 Nov 09. PMID: 32215116; PMCID: PMC7067267.
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Educ Assess Eval Account. 2019;31(4):381-407. doi: 10.1007/s11092-019-09306-7. Epub 2019 Nov 09.

Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten.

Educational assessment, evaluation and accountability

Arthur J Reynolds, Allyson J Candee

Affiliations

  1. 1Human Capital Research Collaborative and Institute of Child Development, University of Minnesota, 51 East River Road, Minneapolis, MN 55455 USA.
  2. 2Institute for Community Integration, University of Minnesota, Minneapolis, USA.

PMID: 32215116 PMCID: PMC7067267 DOI: 10.1007/s11092-019-09306-7

Abstract

The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated learning in early childhood environments. We assessed the tool's dimensionality and validity in predicting prekindergarten (PreK) learning gains. The study sample is from the Midwest Child-Parent Center (MCPC) program, an evidence-based PreK-3rd grade school reform model providing comprehensive educational and family support services. Data from 1358 enrolled students in 72 observed classrooms indicated that a 2-factor model-instructional responsiveness and student engagement-explained 50% of the variance in item scores. Evidence for construct validity was strong. Linear and probit regression analyses indicated that CLAC scores independently predicted learning gains in literacy (ES = .34

© The Author(s) 2019.

Keywords: Classroom assessment; Evaluation; Predictive validity; Prekindergarten; School readiness

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