With the Observed Child Engagement Scale, observers conduct classroom observations lasting a minimum of 10 minutes and take notes and assign a one to seven rating on the five dimensions.  In a validation study, correlations between behavioral engagement in learning (as measured by the OCES) and the duration of time engaged was r = .73 (p < .001), suggesting strong concurrent validity. The coding manual provides indicators of behaviors associated with engagement.

For more information, see:

Rimm-Kaufman, S. E., Curby, T. R., Grimm, K. J., Nathanson, L. & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology.

Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. R. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review.

Curby, T. R., Rimm-Kaufman, S. E. & Ponitz, C. C. (in press). Teacher-child interactions in children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology.