Learning-environment rubric linked directly to initiatives
A structured rubric for assessing the classroom learning environment — subject-independent, based on the CLASS framework and Hattie's climate effect (d = 0.53). Each assessment links to a concrete initiative, so data turns into action.
Structured rubric
Fixed scale for safe climate, clear expectations, cognitive activation — built on CLASS and Danish DCUM practice.
Forced initiative link
An assessment can only be saved if linked to an active or draft initiative — never a closed one.
School-level aggregate
Trends per class, year and whole school — in a visual heatmap for leadership overview.
Observation or self-assessment
Used by a leader during observation, by the teacher as reflection, or by a team in peer sparring.
Roles
Leaders see all assessments; teachers see their own. Aggregates are never identifiable.
Smart initiative picker
The selector excludes completed and cancelled initiatives — assessments always lead to action.
In the classroom
School leader's walkthrough
30 minutes, 4 classes, 4 assessments — directly linked to the school's quality initiative.
Teacher's own reflection
Used monthly as part of appraisal preparation.
Initiative evaluation
Before and after a concrete initiative — shows whether the environment actually shifted.
Two audiences, one tool
Pianta's CLASS framework is the most validated rubric for classroom climate observation internationally. Hattie's own meta-analysis gives classroom cohesion / climate an effect size of 0.53 — larger than smaller class size. When an assessment must be linked to an initiative, data turns straight into action.
The municipality sees aggregated trends at school level — never the individual teacher. It gives a real picture of learning-environment development as a complement to the national wellbeing survey.
Research base
- Pianta, R., La Paro, K. & Hamre, B. (2008). Classroom Assessment Scoring System (CLASS). Paul H. Brookes Publishing
- Hattie, J. (2017). Classroom cohesion / climate (d = 0.53). Visible Learning influence list
- Hattie, J. (2009/2023). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge / Visible Learning MetaX source
- Dansk Center for Undervisningsmiljø (DCUM) (2023). Vejledning til den nationale trivselsmåling. DCUM source
- OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing source
- Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität (4. Aufl.). Klett-Kallmeyer
Frequently asked questions
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