Measurement Library

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 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 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 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 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 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 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 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 India gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.

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.

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

The Holistic Assessment for Learning is a tool for measuring early grade learners' literacy, numeracy, and social and emotional skills.

The Child-Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL) is a self-report survey that was used to capture primary-school aged Syrian refugee students’ perceptions of the climate of Lebanese public schools. CFSQ-SL was adapted and shortened from the original CFSQ developed by UNICEF.

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

The Screen for Child Anxiety-Related Disorders - Child, 18-item version (SCARED-18Sy) is a child self-report instrument used to screen for childhood anxiety disorders, including general anxiety disorder, separation anxiety disorder, panic disorder and social phobia.

The World Health Organization Disability Assessment Schedule for Children (WHODAS-Child-Arabic) is a disability assessment instrument based on the WHO’s International Classification of Functioning, Disability and Health for children and youth.

The Strengths and Difficulties Questionnaire (SDQ) is a brief screen for child psychiatric disorders designed for children aged 4-17, with subscales measuring emotional problems, conduct problems, hyperactivity, peer problems, and prosocial behaviour.

The Center for Epidemiological Studies Depression Scale for Children, 10-item version (CES-DC-10Sy) is a 10-item questionnaire designed to screen for symptoms of depression.

The World Health Organization Disability Assessment Schedule for Children - Parent-report (WHODAS-Child-Arabic: Parent-report) is a disability assessment instrument based on the WHO’s International Classification of Functioning, Disability and Health for children and youth. 

The MENAT CHILD Measurement Inventory was compiled and categorized by NYU Global TIES for Children as a resource for stakeholders interested in identifying additional measures of children’s holistic learning and development (CHILD) which have been used in the MENAT region.

The Student Learning in Emergency Checklist (SLEC) is a self-report survey that was designed to measure adolescents’ sense of safety, self-regulation, self-efficacy, social support, academic functioning, and feelings of hope. It is intended to provide data for program monitoring and evaluation purposes.

The Early Childhood Behavior Questionnaire - Short (ECBQ-S) is a parent-report survey that was designed to measure toddlers’ emotional and behavioral regulation skills. It is intended to provide data for program evaluation purposes.

The Academic Readiness of Children in Arabic (ARCH-A) and Turkish (ARCH-T) is a measure that was designed to assess 8 domains of school readiness through a combination of child-completed performance tasks and parent-report survey questions.

SERAIS is a scenario-based student assessment tool that assess different social-emotional skills. The tool introduces children to six hypothetical scenarios and prompts them to answer a series of questions aimed to measure hostile attribution bias, emotion orientation, emotion dysregulation, and interpersonal negotiation strategies.

The We-Act measure is an observation and performance-based assessment designed to assess the extent to which frontline education, child protection, and psychosocial support workers in humanitarian settings have adequate competencies to provide effective support to children.