Toward Developing and Validating a Measure to Appraise Progress Monitoring Ability
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| Title: | Toward Developing and Validating a Measure to Appraise Progress Monitoring Ability |
|---|---|
| Language: | English |
| Authors: | Collin Shepley (ORCID |
| Source: | Journal of Early Intervention. 2025 47(2):148-164. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324B210002 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Progress Monitoring, Measures (Individuals), Test Construction, Test Validity, Teacher Competency Testing, Preschool Teachers, Preschool Education, Test Items, Assessment Literacy |
| DOI: | 10.1177/10538151241235557 |
| ISSN: | 1053-8151 2154-3992 |
| Abstract: | The provision of progress monitoring within publicly funded early childhood classrooms is legally required, supported by empirical research, and recommended by early childhood professional organizations, for teachers providing Part B services under the Individuals with Disabilities Education Act. Despite the widespread recognition of progress monitoring as an essential tool to support child development in early childhood classrooms, clear guidance on what constitutes high-quality progress monitoring is unclear. Therefore, we sought to develop and validate a new teacher quality measure specific to progress monitoring. Such a measure may assist school districts and early childhood programs in understanding the ability of their teachers for engaging in progress monitoring and supporting children with or at risk for disability or delay. Rasch analyses suggest that additional items of greater difficulty are needed within the measure, prior to public release (osf.io/28bz6/). |
| Abstractor: | As Provided |
| Notes: | https://osf.io/28bz6 |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1471058 |
| Database: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | The provision of progress monitoring within publicly funded early childhood classrooms is legally required, supported by empirical research, and recommended by early childhood professional organizations, for teachers providing Part B services under the Individuals with Disabilities Education Act. Despite the widespread recognition of progress monitoring as an essential tool to support child development in early childhood classrooms, clear guidance on what constitutes high-quality progress monitoring is unclear. Therefore, we sought to develop and validate a new teacher quality measure specific to progress monitoring. Such a measure may assist school districts and early childhood programs in understanding the ability of their teachers for engaging in progress monitoring and supporting children with or at risk for disability or delay. Rasch analyses suggest that additional items of greater difficulty are needed within the measure, prior to public release (osf.io/28bz6/). |
|---|---|
| ISSN: | 1053-8151 2154-3992 |
| DOI: | 10.1177/10538151241235557 |