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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 0000-0003-1967-9714), Amanda Leigh Duncan, Anthony P. Setari
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
FullText Text:
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  Data: Toward Developing and Validating a Measure to Appraise 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="%22Amanda+Leigh+Duncan%22">Amanda Leigh Duncan</searchLink><br /><searchLink fieldCode="AR" term="%22Anthony+P%2E+Setari%22">Anthony P. Setari</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. 2025 47(2):148-164.
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: R324B210002
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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="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competency+Testing%22">Teacher Competency Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink>
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  Data: 10.1177/10538151241235557
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  Data: 1053-8151<br />2154-3992
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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/).
– Name: AbstractInfo
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  Data: As Provided
– Name: Note
  Label: Notes
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  Data: https://osf.io/28bz6
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  Data: Yes
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  Label: Entry Date
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  Data: 2025
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  Data: EJ1471058
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1471058
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    Identifiers:
      – Type: doi
        Value: 10.1177/10538151241235557
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 148
    Subjects:
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Teacher Competency Testing
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Assessment Literacy
        Type: general
    Titles:
      – TitleFull: Toward Developing and Validating a Measure to Appraise Progress Monitoring Ability
        Type: main
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          Name:
            NameFull: Collin Shepley
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            NameFull: Amanda Leigh Duncan
      – PersonEntity:
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            NameFull: Anthony P. Setari
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            – D: 01
              M: 06
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1053-8151
            – Type: issn-electronic
              Value: 2154-3992
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              Value: 47
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Early Intervention
              Type: main
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