Validity of an Online Assessment to Appraise Teacher Progress Monitoring Ability
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| Title: | Validity of an Online Assessment to Appraise Teacher Progress Monitoring Ability |
|---|---|
| Language: | English |
| Authors: | Collin Shepley (ORCID |
| Source: | Assessment for Effective Intervention. 2025 51(1):3-9. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 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: | 7 |
| 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: | Test Validity, Computer Assisted Testing, Teacher Evaluation, Performance Based Assessment, Progress Monitoring, Data Collection, Faculty Development, Preschool Teachers, Evaluation Methods, Teaching Skills, Individualized Instruction, Program Evaluation, Preschool Education, Measures (Individuals) |
| DOI: | 10.1177/15345084251366206 |
| ISSN: | 1534-5084 1938-7458 |
| Abstract: | Ongoing professional development is a critical component of high-quality early childhood education systems. To guide the content of such professional development, teacher and classroom quality assessments are often used. These assessments generally address universal or tier 1 instruction but omit information to guide teachers' practices to support children with disabilities. In addition, these assessments can be particularly onerous to deliver given that they require direct observation by a trained rater. As a step toward supporting the professional development of teachers serving children with disabilities, we evaluated a revised version of a newly developed resource-sensitive assessment called the "Brief Preschool Progress Monitoring Measure." The assessment functioned as an online, test-based measure, to be completed by a teacher. The assessment provided information about teachers' abilities with collecting and using progress monitoring data to individualize instruction for children needing interventions and supports beyond those typically provided at tier 1 of a support system. Using Rasch analysis, findings revealed strong unidimensionality and item reliability, though limitations exist in detecting extreme ability levels. The revised assessment demonstrates potential as a tool for supporting targeted professional development initiatives and program evaluation in early childhood education but should not be incorporated into teacher accountability systems. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1489478 |
| Database: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | Ongoing professional development is a critical component of high-quality early childhood education systems. To guide the content of such professional development, teacher and classroom quality assessments are often used. These assessments generally address universal or tier 1 instruction but omit information to guide teachers' practices to support children with disabilities. In addition, these assessments can be particularly onerous to deliver given that they require direct observation by a trained rater. As a step toward supporting the professional development of teachers serving children with disabilities, we evaluated a revised version of a newly developed resource-sensitive assessment called the "Brief Preschool Progress Monitoring Measure." The assessment functioned as an online, test-based measure, to be completed by a teacher. The assessment provided information about teachers' abilities with collecting and using progress monitoring data to individualize instruction for children needing interventions and supports beyond those typically provided at tier 1 of a support system. Using Rasch analysis, findings revealed strong unidimensionality and item reliability, though limitations exist in detecting extreme ability levels. The revised assessment demonstrates potential as a tool for supporting targeted professional development initiatives and program evaluation in early childhood education but should not be incorporated into teacher accountability systems. |
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| ISSN: | 1534-5084 1938-7458 |
| DOI: | 10.1177/15345084251366206 |