Assessing Quality Quickly: Validation of the Responsive Interactions for Learning

Autor/inn/en	Sokolovic, Nina; Brunsek, Ashley; Rodrigues, Michelle; Borairi, Sahar; Jenkins, Jennifer M.; Perlman, Michal
Titel	Assessing Quality Quickly: Validation of the Responsive Interactions for Learning - Educator (RIFL-Ed.) Measure
Quelle	In: Early Education and Development, 33 (2022) 6, S.1061-1076 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sokolovic, Nina) ORCID (Rodrigues, Michelle) ORCID (Borairi, Sahar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1922851
Schlagwörter	Test Validity; Teacher Student Relationship; Test Reliability; Early Childhood Teachers; Psychometrics; Measures (Individuals); Educational Quality; Foreign Countries; Toddlers; Classroom Environment; Factor Analysis; Canada; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Testvalidität; Teacher student relationships; Lehrer-Schüler-Beziehung; Testreliabilität; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Psychometry; Psychometrie; Messdaten; Quality of education; Bildungsqualität; Ausland; Infant; Infants; Toddler; Kleinkind; Klassenklima; Unterrichtsklima; Faktorenanalyse; Kanada
Abstract	Research Findings: In this study, we tested whether it is possible to reliably evaluate the quality of interactions between early childhood educators and children using a thin-slice coding approach. Ninety-seven early childhood educators were videotaped for two five-minute intervals: one mealtime observation and one standardized activity. Videos were scored using the shortened and revised 15-item Responsive Interactions for Learning -- Educator (RIFL-Ed.) measure, an open-access measure that takes less than ten minutes to administer and score. The RIFL-Ed. demonstrated good psychometric properties when used for mealtime observations and scores were associated with the Emotional and Behavioural Support (b = 0.19, p = 0.02) -- and to some extent the Engaged Support for Learning (b = 0.15, p = 0.07) -- domains of the widely used Classroom Assessment Scoring System (CLASS): Toddler Version. Less than half of the variance in scores was shared across educators in the same classrooms. Practice or Policy: If these preliminary results can be confirmed in larger studies, the RIFL-Ed.--an open-access measure for which fast and free online training is available--can be used to affordably scale-up targeted quality assessment and improvement efforts in early childhood education and care settings, efforts which have been shown to positively impact children's developmental outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01