{"id":369,"date":"2026-07-03T22:59:54","date_gmt":"2026-07-03T22:59:54","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/?post_type=chapter&#038;p=369"},"modified":"2026-07-03T23:46:47","modified_gmt":"2026-07-03T23:46:47","slug":"class","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/class\/","title":{"raw":"CLASS","rendered":"CLASS"},"content":{"raw":"<h2>The Classroom Assessment Scoring System (CLASS)<\/h2>\r\nResearch shows that all children benefit from high-quality instruction and classroom interactions, regardless of language status, race\/ethnicity, or special needs (August &amp; Shanahan, 2006; Bowman, Donovan, &amp; Burns, 2001). When teachers provide individualized support and guidance to the children in their classrooms, they contribute to each child\u2019s social and emotional development, which has been linked to their overall physical development and academic achievement. The CLASS tool showcases various strategies that teachers can implement to promote quality interactions. It is important to note that class does not favor any curriculum model over another.\r\n\r\nThe CLASS tool differs from other measurement tools that may address the content of the physical environment, available materials, or a specific curriculum. Although the physical environment materials and curriculum are important, the CLASS tool focuses more on the context of how teachers directly interact, engage and communicate with the children in their classroom environment. CLASS measures cooperative and creative learning experiences and focuses on the teacher\u2019s role in allowing children to be active participants in their own learning. More specifically, CLASS promotes social justice and equity, and has \u201cindicators\u201d to assess how a teacher develops a sense of community and empathy for others. Not only must the teacher consider the tangible environmental elements, they must consciously incorporate quality interactions. Teachers must ask questions and engage in thoughtful conversations that emphasize back and forth dialogue rather than one and done responses. Teachers must extend the children\u2019s vocabulary and create opportunities where children can use their expressive language skills. Lastly, teachers must provide positive feedback to children throughout the day and allow children to make choices.\r\n<h3>Why Use the Classroom Assessment Scoring System (CLASS)<\/h3>\r\nAs advocates and educators, we know that engaging interactions and well-designed environments form the foundation for optimal learning to occur. High-quality preschool programs should strive to incorporate the following:\r\n<ul>\r\n \t<li>well-managed and well-organized classrooms with clearly defined spaces<\/li>\r\n \t<li>support systems to enhance children\u2019s social and emotional development<\/li>\r\n \t<li>a variety of instructional materials that stimulate children\u2019s thinking and curiosity<\/li>\r\n \t<li>opportunities for authentic interactions and meaningful conversations<\/li>\r\n \t<li>a balance of teacher-directed activities and child-directed activities<\/li>\r\n \t<li>enhanced language and literacy implemented throughout the day<\/li>\r\n \t<li>opportunities for movement and classroom spaces that support kinesthetic learning<\/li>\r\n<\/ul>\r\nResearch findings from over 3,000 classrooms found that children who were in classrooms that received higher CLASS ratings showed greater gains in social skill, language, early literacy, and math development. Furthermore, after a decade of research, crucial conclusions were made that suggest using the CLASS tool can not only improve the effectiveness of an individual classroom, it can also improve the program as well. Let\u2019s look at some reasons as to why you might want to use the CLASS tool:\r\n<ul>\r\n \t<li>Effective teacher\u2013child interactions are an active and crucial ingredient for children\u2019s social and academic development.<\/li>\r\n \t<li>Children in ECE settings are not consistently exposed to effective teacher\u2013child interactions.<\/li>\r\n \t<li>Initial evidence suggests thresholds for effective teacher\u2013child interactions, as measured by CLASS, in promoting children\u2019s learning and development.<\/li>\r\n \t<li>Quality improvement efforts that focus explicitly on teacher\u2013child interactions maximize impacts for children.<\/li>\r\n \t<li>Carefully designed and implemented professional development support can improve the quality of teacher\u2013child interactions<\/li>\r\n<\/ul>\r\n<h3>The CLASS Tool<\/h3>\r\nThe CLASS Tool is divided into 3 Domains: Emotional Support; Classroom Organization; and Instructional Support. Each Domain has several Dimensions (see the chart below), and each Dimension has several Indicators that provide detailed descriptors of how a teacher should interact (Note: the indicators for each dimension are not listed in the chart below.)\r\n<h4>CLASS Tool Domains<\/h4>\r\n<table class=\"grid landscape\">\r\n<tbody>\r\n<tr>\r\n<th class=\"shaded\" style=\"text-align: center;vertical-align: middle\" scope=\"col\">Emotional Support<\/th>\r\n<th class=\"shaded\" style=\"text-align: center;vertical-align: middle\" scope=\"col\">Classroom Organization<\/th>\r\n<th class=\"shaded\" style=\"text-align: center;vertical-align: middle\" scope=\"col\">Instructional Support<\/th>\r\n<\/tr>\r\n<tr>\r\n<td>Positive Climate\r\n\r\nNegative Climate\r\n\r\nTeacher Sensitivity\r\n\r\nRegard for Student Perspective<\/td>\r\n<td>Behavior Management\r\n\r\nProductivity\r\n\r\nInstructional Learning Formats<\/td>\r\n<td>Concept\r\n\r\nDevelopment\r\n\r\nQuality of Feedback\r\n\r\nLanguage Modeling\r\n\r\nLiteracy (optional)<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h4>Scoring<\/h4>\r\nScoring is based on a 7-point scale, with the \u201clow range\u201d being a score of 1 to 2, the \u201cmiddle range\u201d a score of 3 to 5, and the \u201chigh range\u201d a score of 6 to 7. The higher the range in each dimension the better.\r\n<h4>CLASS Strengths<\/h4>\r\nThe Classroom Assessment Scoring System (CLASS) tool is a systematic observation tool that can be used to measure the interactions between teachers and their children in typical classroom settings. The CLASS tool has also been used to assess classroom quality across diverse populations, including dual language learners (DLLs), children from migrant families, tribal populations, in addition to children with special needs and children with diverse cultural backgrounds (Downer et al., 2011). The CLASS tool is deemed both reliable and valid, and it provides preschool programs and individual classroom teachers with an opportunity to regularly monitor and evaluate themselves.\r\n\r\nFormal assessments can be made by certified CLASS evaluators and the results are shared with the teacher and program with the intent of finding strategies on how to improve interactions. The tool can also be used informally. Teachers can review each domain, dimension and indicator, and then reflect on their own practices to find ways they can incorporate more intentional interactions.\r\n<h4>CLASS Limitations<\/h4>\r\nEven though every CLASS observer is formally certified, there will be small, systematic differences in their scoring. Some observers may tend to give slightly higher scores, while others may tend to be slightly more critical. Although slight differences fall within the threshold for \u201creliability,\u201d inaccurate results have been noted. One other limitation is that there is little emphasis on structural quality. More specifically, CLASS does not assess the physical environment or materials, and it is not designed to review program safety.","rendered":"<h2>The Classroom Assessment Scoring System (CLASS)<\/h2>\n<p>Research shows that all children benefit from high-quality instruction and classroom interactions, regardless of language status, race\/ethnicity, or special needs (August &amp; Shanahan, 2006; Bowman, Donovan, &amp; Burns, 2001). When teachers provide individualized support and guidance to the children in their classrooms, they contribute to each child\u2019s social and emotional development, which has been linked to their overall physical development and academic achievement. The CLASS tool showcases various strategies that teachers can implement to promote quality interactions. It is important to note that class does not favor any curriculum model over another.<\/p>\n<p>The CLASS tool differs from other measurement tools that may address the content of the physical environment, available materials, or a specific curriculum. Although the physical environment materials and curriculum are important, the CLASS tool focuses more on the context of how teachers directly interact, engage and communicate with the children in their classroom environment. CLASS measures cooperative and creative learning experiences and focuses on the teacher\u2019s role in allowing children to be active participants in their own learning. More specifically, CLASS promotes social justice and equity, and has \u201cindicators\u201d to assess how a teacher develops a sense of community and empathy for others. Not only must the teacher consider the tangible environmental elements, they must consciously incorporate quality interactions. Teachers must ask questions and engage in thoughtful conversations that emphasize back and forth dialogue rather than one and done responses. Teachers must extend the children\u2019s vocabulary and create opportunities where children can use their expressive language skills. Lastly, teachers must provide positive feedback to children throughout the day and allow children to make choices.<\/p>\n<h3>Why Use the Classroom Assessment Scoring System (CLASS)<\/h3>\n<p>As advocates and educators, we know that engaging interactions and well-designed environments form the foundation for optimal learning to occur. High-quality preschool programs should strive to incorporate the following:<\/p>\n<ul>\n<li>well-managed and well-organized classrooms with clearly defined spaces<\/li>\n<li>support systems to enhance children\u2019s social and emotional development<\/li>\n<li>a variety of instructional materials that stimulate children\u2019s thinking and curiosity<\/li>\n<li>opportunities for authentic interactions and meaningful conversations<\/li>\n<li>a balance of teacher-directed activities and child-directed activities<\/li>\n<li>enhanced language and literacy implemented throughout the day<\/li>\n<li>opportunities for movement and classroom spaces that support kinesthetic learning<\/li>\n<\/ul>\n<p>Research findings from over 3,000 classrooms found that children who were in classrooms that received higher CLASS ratings showed greater gains in social skill, language, early literacy, and math development. Furthermore, after a decade of research, crucial conclusions were made that suggest using the CLASS tool can not only improve the effectiveness of an individual classroom, it can also improve the program as well. Let\u2019s look at some reasons as to why you might want to use the CLASS tool:<\/p>\n<ul>\n<li>Effective teacher\u2013child interactions are an active and crucial ingredient for children\u2019s social and academic development.<\/li>\n<li>Children in ECE settings are not consistently exposed to effective teacher\u2013child interactions.<\/li>\n<li>Initial evidence suggests thresholds for effective teacher\u2013child interactions, as measured by CLASS, in promoting children\u2019s learning and development.<\/li>\n<li>Quality improvement efforts that focus explicitly on teacher\u2013child interactions maximize impacts for children.<\/li>\n<li>Carefully designed and implemented professional development support can improve the quality of teacher\u2013child interactions<\/li>\n<\/ul>\n<h3>The CLASS Tool<\/h3>\n<p>The CLASS Tool is divided into 3 Domains: Emotional Support; Classroom Organization; and Instructional Support. Each Domain has several Dimensions (see the chart below), and each Dimension has several Indicators that provide detailed descriptors of how a teacher should interact (Note: the indicators for each dimension are not listed in the chart below.)<\/p>\n<h4>CLASS Tool Domains<\/h4>\n<table class=\"grid landscape\">\n<tbody>\n<tr>\n<th class=\"shaded\" style=\"text-align: center;vertical-align: middle\" scope=\"col\">Emotional Support<\/th>\n<th class=\"shaded\" style=\"text-align: center;vertical-align: middle\" scope=\"col\">Classroom Organization<\/th>\n<th class=\"shaded\" style=\"text-align: center;vertical-align: middle\" scope=\"col\">Instructional Support<\/th>\n<\/tr>\n<tr>\n<td>Positive Climate<\/p>\n<p>Negative Climate<\/p>\n<p>Teacher Sensitivity<\/p>\n<p>Regard for Student Perspective<\/td>\n<td>Behavior Management<\/p>\n<p>Productivity<\/p>\n<p>Instructional Learning Formats<\/td>\n<td>Concept<\/p>\n<p>Development<\/p>\n<p>Quality of Feedback<\/p>\n<p>Language Modeling<\/p>\n<p>Literacy (optional)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Scoring<\/h4>\n<p>Scoring is based on a 7-point scale, with the \u201clow range\u201d being a score of 1 to 2, the \u201cmiddle range\u201d a score of 3 to 5, and the \u201chigh range\u201d a score of 6 to 7. The higher the range in each dimension the better.<\/p>\n<h4>CLASS Strengths<\/h4>\n<p>The Classroom Assessment Scoring System (CLASS) tool is a systematic observation tool that can be used to measure the interactions between teachers and their children in typical classroom settings. The CLASS tool has also been used to assess classroom quality across diverse populations, including dual language learners (DLLs), children from migrant families, tribal populations, in addition to children with special needs and children with diverse cultural backgrounds (Downer et al., 2011). The CLASS tool is deemed both reliable and valid, and it provides preschool programs and individual classroom teachers with an opportunity to regularly monitor and evaluate themselves.<\/p>\n<p>Formal assessments can be made by certified CLASS evaluators and the results are shared with the teacher and program with the intent of finding strategies on how to improve interactions. The tool can also be used informally. Teachers can review each domain, dimension and indicator, and then reflect on their own practices to find ways they can incorporate more intentional interactions.<\/p>\n<h4>CLASS Limitations<\/h4>\n<p>Even though every CLASS observer is formally certified, there will be small, systematic differences in their scoring. Some observers may tend to give slightly higher scores, while others may tend to be slightly more critical. Although slight differences fall within the threshold for \u201creliability,\u201d inaccurate results have been noted. One other limitation is that there is little emphasis on structural quality. More specifically, CLASS does not assess the physical environment or materials, and it is not designed to review program safety.<\/p>\n","protected":false},"author":17,"menu_order":19,"template":"","meta":{"pb_show_title":"on","pb_short_title":"CLASS","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-369","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":363,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/369","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/369\/revisions"}],"predecessor-version":[{"id":370,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/369\/revisions\/370"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/363"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/369\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=369"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=369"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=369"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=369"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}