Discussion Paper Series

Discussion Paper 103

Issued June 2006

Paper [PDF]

Standardized Classroom Observations From Pre-K to 3rd Grade:
A Mechanism for Improving Access to Consistently High Quality Classroom Experiences and Practices During the P-3 Years

Robert C. Pianta, University of Virginia

Abstract

Widespread and systematic use of standardized observation in classrooms from pre-kindergarten to third grade has the potential to address major shortcomings in educational services provided to young children. Currently there are no standardized measures available for assessing pre-kindergarten/early elementary classrooms’ contributions to child competence that could be appropriately used in a system of accountability or professional development focused on classroom quality. Also, absent an appropriate tool for observational assessment, there is no way of gauging whether programs are actually offering high quality, nor are there ways to improve program quality that focus on the actual experiences of children and teachers’ behavior in classrooms. The descriptions of classroom quality available in standardized classroom observation systems provide a standard way of measuring and noting teachers’ strengths and weaknesses and evaluating whether professional development activities are actually helping improve classroom interactions. The present paper reviews the literature on classroom observation in relation to policy and practice issues in early education, proposes a model for the use of systematic classroom observation, and describes the development and of the Classroom Assessment Scoring System (CLASS). The CLASS describes and measures classroom quality from pre-k to grade 3 using a common set of dimensions and rating scales, with grade-specific examples reflecting both instructional and socioemotional aspects of the classroom environment.

The views expressed herein are those of the author(s) and do not necessarily reflect the views of the Early Childhood Research Collaborative.

Paper [PDF]