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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 0000-0003-1967-9714), Anthony Setari, Amanda Leigh Duncan, Emily Webb
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
FullText Text:
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  Data: Validity of an Online Assessment to Appraise Teacher Progress Monitoring Ability
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  Data: <searchLink fieldCode="AR" term="%22Collin+Shepley%22">Collin Shepley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1967-9714">0000-0003-1967-9714</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anthony+Setari%22">Anthony Setari</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Leigh+Duncan%22">Amanda Leigh Duncan</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Webb%22">Emily Webb</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. 2025 51(1):3-9.
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  Data: 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
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  Data: Y
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  Data: 7
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink>
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  Data: 10.1177/15345084251366206
– Name: ISSN
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  Data: 1534-5084<br />1938-7458
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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  Data: EJ1489478
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        Value: 10.1177/15345084251366206
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 3
    Subjects:
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
    Titles:
      – TitleFull: Validity of an Online Assessment to Appraise Teacher Progress Monitoring Ability
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            NameFull: Collin Shepley
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            NameFull: Anthony Setari
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            NameFull: Amanda Leigh Duncan
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            NameFull: Emily Webb
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              Y: 2025
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