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

Arthur J. Reynolds, Allyson J. Candee

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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 SD) and math (ES =.30 SD) on the Teaching Strategies Gold Assessment System, a standardized performance assessment. Findings support the validity of the CLAC in assessing the classroom learning environment. Implications for program monitoring, evaluation, and professional development are discussed.

Original languageEnglish (US)
Pages (from-to)381-407
Number of pages27
JournalEducational Assessment, Evaluation and Accountability
Volume31
Issue number4
DOIs
StatePublished - Nov 1 2019

Bibliographical note

Funding Information:
Preparation of this manuscript was supported by the U.S. Department of Education Office of Innovation (U411B110098), National Institute of Child Health and Human Development (No. HD034294), and the Bill & Melinda Gates Foundation (No. OPP1173152).

Publisher Copyright:
© 2019, The Author(s).

Keywords

  • Classroom assessment
  • Evaluation
  • Predictive validity
  • Prekindergarten
  • School readiness

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