Validation
A combination of quantitative and qualitative data were used to inform the validity of the module and assessments. These data were also used to inform revisions of the module and assessments. Validation studies, questionnaires, study reports, and related documents can be found below.
Content Validation: Independent expert reviewers who were unaffiliated with the development process, provided qualitative information through questionnaires and interviews with the development team.
Psychometric Validation: Data to inform the validity of the Brief Preschool Progress Monitoring Measure were gathered from multiple samples of preschool teachers across rural and urban school districts in Kentucky.
b. Toward Developing and Validating a Measure to Appraise Progress Monitoring Ability. (2024). Journal of Early Intervention, 47(2), 148-164. Study data and related materials may be accessed through Open Science Framework
c. Validity of an Online Assessment to Appraise Teacher Progress Monitoring Ability. (2025). Assessment for Effective Intervention, 51(1), 3-9. Study data and related materials may be accessed through Open Science Framework
Functionality & Usability: Testing of the online platform through which the module is provided, was conducted across a purposive sample of pre- and in-service preschool teachers, special education teachers, and instructional coaches.
Acceptability: Information on the perceived acceptability of the content included in the module was assessed by education stakeholders from varying demographic backgrounds.
End-User Testing: A final round of end-user testing was conducted on a revised version of the module with early childhood directors, principals, and coordinators representing six school districts in Kentucky. Each user participated in an interview with the research team about their experience.