مكتبة القياس في منطقة الشرق الأوسط وشمال أفريقيا وتركيا

The Teachers' Observations of Learners' Social and Emotional Learning and Emotion Processes (TOOLSEL+E) tool was adapted and expanded from TOOLSEL (Kim et al., 2021). TOOLSEL+E is a teacher-reported survey validated with data from 2nd, 3rd, and 6th graders in Lebanese public primary schools.

The Children’s Experience of the School Climate Measure was developed and validated in Jordanian public schools. Developers utilized insights from cognitive interviews to inform the development of the Arabic version of the instrument.
 

The Emotion Processes Scale for Primary School Students (ESPSS) measure was developed and validated in Lebanese public primary schools for assessing foundational skills critical to the recognition, exhibition, and management of emotions.
 

The Assessment of Life Skills and Values in East Africa (ALiVE) measure was developed to evaluate life skills and values among adolescents in East Africa.

Early Childhood Parenting Support- Call Quality Instrument (ECPS-CQI) was developed to assess the process quality of audio-only phone calls aimed at providing parenting support to parents of 0-3 year olds in Jordan.
 

The Holistic Assessment of Learning and Development Outcomes (HALDO) measure was developed to evaluate children’s learning needs in low resource contexts in the aftermath of forced displacement.

The Teacher Wellbeing (TWB) tool was developed and used to evaluate the impact of tutoring program for low-performing children in northeastern Nigeria.

The Social and Emotional Competency Assessment (SECA) Tool was adapted in the Kenyan context to assess four of the seven competencies of the Kenya Competency Based Curriculum.

The Organizational Capacity for Community-based Problem-solving (Org-CapCPS) Tool was developed and used in Rwanda to assess the capacity of refugee-led organizations to engage in and support community problem-solving.

The WorkLinks Skills and Values Assessment (WLSVA) Tool has been validated as a credible and reliable tool to measure individual- and group-level change over time among youth and young adults in soft skills, earning skills, and certain civic values.

The Teacher Classroom Observation (TCO) Tool was developed to evaluate teacher practice and classroom quality in low- and middle-income countries including conflict and crisis-affected contexts.

The Educator Assessment of Learners’ Soft Skills Ability (EALSA) tool is a formative assessment that measures communication, interpersonal skills, dependability, and problem solving/critical thinking to improve outcomes around soft skills for both in-school and out-of-school youth.

The Rugged Resilience Measure (RRM) is a brief measure of psychological or ‘internal’ resilience. It draws on qualities associated with how likely youth can cope with adversity and significant stressors.

The Teachers’ Observations of Learners’ Social and Emotional Learning questionnaire was developed in an attempt to assess a set of social, emotional, behavioral, and cognitive competencies among primary school-age children in fragile, conflict-affected settings. 

The YouthPower Action Youth Soft Skills Assessment (YAYSSA) intends to measure general social and emotional skills of youth in low-resource environments.

The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The Short Form used in Brazil gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health, and takes less than 5 minutes per respondent.

The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The 117-item Long Form used in China gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.

The Response to Stress Questionnaire was developed in an attempt to capture the ways that local refugee students in Niger react to and cope with specific sources of stress, including parental depression, family conflict, and academic stressors.

The Self-Regulation Assessment-Assessor Report (SRA-AR) is a measurement tool used to capture assessors’ perceptions of Nigerian refugee and Nigerien children’s skills at regulating their behavior during an assessment. The developers tested this measurement tool in Niger.

The Emergency Developmental Assets Profile (EmDAP) measures the well-being of children and youth in emergency settings such as refugee camps and armed conflict zones, assessing whether young people are experiencing adequate positive relationships and opportunities, and developing positive values, skills, and self-perceptions, despite being in crisis circumstances.