Differentiated Classroom Observation Scale (DCOS)

Originally developed as a solution to a need to simultaneously observe the experiences of children identified as gifted and their non-identified classmates in a standard "cluster" classroom, the DCOS allows researchers, evaluators, and teachers to observe a classroom setting and explore the instructional styles and opportunities available to two distinct groups of students.  Group differentiation is largely immaterial, with the ability to use this scale to track gifted versus non-identified, children with and without LD, children with and without ADHD, or any other classification that could reasonably lead to differential classroom experiences for identifiable groups of children.

Early development of the DCOS was supported through work with Project CLUE, a Jacob K. Javits Gifted and Talented Students Program Grant from the U.S. Department of Education awarded to the Ball State University Center for Gifted Studies and Talent Development. 

The DCOS is published in total in the Roeper Review, in which we describe our policy of supporting free and unlimited access to the instrument with the request that researchers and evaluators using the scale share data for our validation study.  To accomplish this, there are guides and materials below for participating in this important data-sharing project. 

DCOS Validation Study Instructions:

-Use the DCOS in your practice, noting any modifications from the standard protocol

-Download the Access database template to enter your scores (see accompanying directions)

-Enter requested data in the Access database, noting requests for information regarding principal investigator, observer identification, etc.

-Send a copy of the Access database to Jerrell C. Cassady (jccassady@bsu.edu)

-Alternatively, you can mail copies of your protocols to (our team will enter your data for you--limited summaries may be available):

Dr. Jerrell C. Cassady

Dept of Educational Psychology

Ball State University

Muncie, IN 47306

Downloads

References:

Cassady, J. C., Speirs Neumeister, K. L., Adams, C. M., Cross, T. L., Dixon, F. A., & Pierce, R. L. (2004)  The Differentiated Classroom Observation Scale. Roeper Review, 26(3), 139-147.

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