Supplementary Measurement Resources

This page includes a range of vital measurement resources that complement and enrich the INEE Measurement Library. These measurement resources focus on enhancing the assessment of holistic learning and development of children and youth in crisis contexts. They include but are not limited to tools and their accompanying guidance, frameworks, libraries, and case studies, among others. Unlike the Measurement Library tools, these resources have not undergone a peer review process by an independent reference group, rather, they have been carefully considered by INEE and its partners before inclusion. For background, a brief description of each resource is included together with relevant resource materials.

If you have additional resources that you have developed or use regularly that would fit well on this page, please feel free to share them with [email protected].
 

The MENAT Child Measurement Inventory

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) that have been used in the MENAT region. To develop the inventory, NYU Global TIES carefully reviewed working papers and journal articles in English and Arabic to identify and document the details of where, in what language, and with what population CHILD measures have been used in MENAT. NYU Global TIES hopes they provide a useful starting point for users who don’t otherwise find measures that suit their needs on the Measurement Library.  While the focus of this search was on tools used in the MENAT region, many tools have been used in other regions as well. 

The first page of the databaase provides guidance on how to use the database and a link to the methodology for how this resource was developed.

For questions about this resource, please contact Roxane Caires at [email protected].

Program Implementation Quality (PIQ) Framework

This framework was developed to enhance the use of data for improving program implementation quality (PIQ) and decision-making in low-resource and conflict-affected educational contexts along with two accompanying case studies. The first case study summarizes the story of how the Pakistan Reading Project (PRP) began to use implementation data for decision-making and the strategies used to promote continuous PIQ at scale. The second case study presents an overview of the Every Girl Empowered and Resilient (EAGER) project, which was successful in gathering and using data for program improvement in a challenging context. Tools are provided throughout the framework and case studies that will support the use of data for improving PIQ and decision-making in low-resource and conflict-affected educational contexts.

For questions about this resource, please contact Dr. Marlana Salmon-Letelier at [email protected]. 

The HOLAS Assessment Bank

The Global TIES for Children (NYU-TIES) and Universidad de los Andes (Uniandes) Holistic Learning Assessment Systems (HOLAS) Bank is an inventory of educational assessments, tools, and monitoring and evaluation (M&E) systems designed or implemented in Colombia and Peru. While not comprehensive of all the assessments, tools, and M&E efforts available in both countries, the Assessment Bank hones in on various measures of holistic learning outcomes, social and emotional learning, and contextual factors. It was developed to boost the dissemination, use, and uptake of existing holistic education M&E efforts in Colombia and Peru, to enhance collaboration around assessments, and to highlight the strengths of these M&E systems globally.  The HOLAS Assessment Bank is available in English and Spanish.

For questions about this resource, please contact Lucero Ramirez Varela at [email protected]