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:
Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38, 102-120.
Curby, T. W., Rimm-Kaufman, S. E. & Ponitz, C. C. (2009). Teacher-child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology,101(4), 912-925.
Rimm-Kaufman, S. E., Curby, T. W., 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 , 45(4), 958-972.