Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How

Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How

A growing understanding of the importance of children’s earliest years has led to an increasing desire to measure early childhood development (ECD) outcomes. There are now nearly 150 tools for measuring ECD outcomes internationally, which can make...

Full description

Bibliographic Details
Main Authors: Pushparatnam, Adelle, Seiden, Jonathan Michael, Luna Bazaldua, Diego Armando
Format: Working Paper
Language:English
English
Published: Washington, DC: World Bank 2022
Subjects:
MEASUREMENT TOOL; CHILD DEVELOPMENT; DATA COLLECTION EFFORT; STRATEGIC IMPACT EVALUATION FUND; TIME AND RESOURCE; EARLY CHILDHOOD DEVELOPMENT; AGE RANGE; ASSESSMENT TOOL; FORMATIVE ASSESSMENT; MEASUREMENT EFFORTS; DATA COLLECTION COST; IMPACT OF INTERVENTION; POPULATION MONITORING; GROSS MOTOR SKILL; FINE MOTOR SKILL; AGE OF CHILD; RANDOM MEASUREMENT ERROR; OUTCOME MEASUREMENT; CHILDREN OF AGES; CHILD'S ABILITY; DEVELOPMENTAL DELAYS; INTENSIVE TRAINING; LONGITUDINAL STUDY; OLD CHILDREN; LANGUAGE SKILL; COMMON PURPOSE; YOUNG CHILD; FINANCIAL RESOURCE; TEST SCORE; ADAPTATION ACTIVITIES; ASSESSMENT FRAMEWORK; PARTICULAR COUNTRY; CHILDREN'S DEVELOPMENT; JOINT USE; PRESCHOOL CLASSROOM; ASSESSING CHILD; PSYCHOLOGICAL MEASUREMENT; NEED FOR SERVICE; SCREENING TOOL; SHORT-TERM MEMORY; CULTURAL ASPECTS; CONFLICT RESOLUTION; SMALL SAMPLE; COGNITIVE SKILL; PROBLEM-SOLVING SKILL; BASIC ARITHMETIC; CULTURAL CONTEXT; NUMERACY SKILL; RURAL GROUP; REPRESENTATIVE SAMPLE; POPULATION IMPACT; HIGH RELIABILITY; DATA CENTER; POPULATION LEVEL; HOUSEHOLD COLLECTION; MONITORING EFFORT; DEVELOPMENT IMPLEMENTATION; NONCOMMERCIAL PURPOSES; PRIMARY BASIS; COLLECTED INFORMATION; SUBSIDIARY RIGHT; RELEVANT POPULATION; SKILL TARGET; THE ADMINISTRATION; HOUSEHOLD SURVEY; SCHOOL SETTING; TIME REQUIREMENT; TEACHING PRACTICE; RECENT YEARS; ROAD MAP; EMOTIONAL DEVELOPMENT; READING SKILL; DEVELOPMENTAL OUTCOMES
Online Access:http://documents.worldbank.org/curated/en/210101645165216405/Guiding-Questions-for-Choosing-the-Right-Tools-to-Measure-Early-Childhood-Outcomes-Why-What-Who-and-How
http://hdl.handle.net/10986/37030
id okr-10986-37030
recordtype oai_dc
spelling okr-10986-370302022-03-23T05:10:41Z Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How Pushparatnam, Adelle Seiden, Jonathan Michael Luna Bazaldua, Diego Armando MEASUREMENT TOOL; CHILD DEVELOPMENT; DATA COLLECTION EFFORT; STRATEGIC IMPACT EVALUATION FUND; TIME AND RESOURCE; EARLY CHILDHOOD DEVELOPMENT; AGE RANGE; ASSESSMENT TOOL; FORMATIVE ASSESSMENT; MEASUREMENT EFFORTS; DATA COLLECTION COST; IMPACT OF INTERVENTION; POPULATION MONITORING; GROSS MOTOR SKILL; FINE MOTOR SKILL; AGE OF CHILD; RANDOM MEASUREMENT ERROR; OUTCOME MEASUREMENT; CHILDREN OF AGES; CHILD'S ABILITY; DEVELOPMENTAL DELAYS; INTENSIVE TRAINING; LONGITUDINAL STUDY; OLD CHILDREN; LANGUAGE SKILL; COMMON PURPOSE; YOUNG CHILD; FINANCIAL RESOURCE; TEST SCORE; ADAPTATION ACTIVITIES; ASSESSMENT FRAMEWORK; PARTICULAR COUNTRY; CHILDREN'S DEVELOPMENT; JOINT USE; PRESCHOOL CLASSROOM; ASSESSING CHILD; PSYCHOLOGICAL MEASUREMENT; NEED FOR SERVICE; SCREENING TOOL; SHORT-TERM MEMORY; CULTURAL ASPECTS; CONFLICT RESOLUTION; SMALL SAMPLE; COGNITIVE SKILL; PROBLEM-SOLVING SKILL; BASIC ARITHMETIC; CULTURAL CONTEXT; NUMERACY SKILL; RURAL GROUP; REPRESENTATIVE SAMPLE; POPULATION IMPACT; HIGH RELIABILITY; DATA CENTER; POPULATION LEVEL; HOUSEHOLD COLLECTION; MONITORING EFFORT; DEVELOPMENT IMPLEMENTATION; NONCOMMERCIAL PURPOSES; PRIMARY BASIS; COLLECTED INFORMATION; SUBSIDIARY RIGHT; RELEVANT POPULATION; SKILL TARGET; THE ADMINISTRATION; HOUSEHOLD SURVEY; SCHOOL SETTING; TIME REQUIREMENT; TEACHING PRACTICE; RECENT YEARS; ROAD MAP; EMOTIONAL DEVELOPMENT; READING SKILL; DEVELOPMENTAL OUTCOMES A growing understanding of the importance of children’s earliest years has led to an increasing desire to measure early childhood development (ECD) outcomes. There are now nearly 150 tools for measuring ECD outcomes internationally, which can make it challenging to choose an appropriate measurement tool for a given measurement effort. This document guides the user through the why, who, what, and how questions that must be considered prior to selecting tools for measuring ECD outcomes. Users should document their responses at each step to collate the information needed to identify and select an appropriate ECD measurement tool. 2022-02-24T20:42:20Z 2022-02-24T20:42:20Z 2022-02-18 Working Paper http://documents.worldbank.org/curated/en/210101645165216405/Guiding-Questions-for-Choosing-the-Right-Tools-to-Measure-Early-Childhood-Outcomes-Why-What-Who-and-How Pushparatnam, Adelle, Jonathan Seiden, and Diego Luna-Bazaldua. 2022. Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes: Why, What, Who, and How. Washington, DC: The World Bank http://hdl.handle.net/10986/37030 English en CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC: World Bank Brief Publications & Research World
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
English
topic MEASUREMENT TOOL; CHILD DEVELOPMENT; DATA COLLECTION EFFORT; STRATEGIC IMPACT EVALUATION FUND; TIME AND RESOURCE; EARLY CHILDHOOD DEVELOPMENT; AGE RANGE; ASSESSMENT TOOL; FORMATIVE ASSESSMENT; MEASUREMENT EFFORTS; DATA COLLECTION COST; IMPACT OF INTERVENTION; POPULATION MONITORING; GROSS MOTOR SKILL; FINE MOTOR SKILL; AGE OF CHILD; RANDOM MEASUREMENT ERROR; OUTCOME MEASUREMENT; CHILDREN OF AGES; CHILD'S ABILITY; DEVELOPMENTAL DELAYS; INTENSIVE TRAINING; LONGITUDINAL STUDY; OLD CHILDREN; LANGUAGE SKILL; COMMON PURPOSE; YOUNG CHILD; FINANCIAL RESOURCE; TEST SCORE; ADAPTATION ACTIVITIES; ASSESSMENT FRAMEWORK; PARTICULAR COUNTRY; CHILDREN'S DEVELOPMENT; JOINT USE; PRESCHOOL CLASSROOM; ASSESSING CHILD; PSYCHOLOGICAL MEASUREMENT; NEED FOR SERVICE; SCREENING TOOL; SHORT-TERM MEMORY; CULTURAL ASPECTS; CONFLICT RESOLUTION; SMALL SAMPLE; COGNITIVE SKILL; PROBLEM-SOLVING SKILL; BASIC ARITHMETIC; CULTURAL CONTEXT; NUMERACY SKILL; RURAL GROUP; REPRESENTATIVE SAMPLE; POPULATION IMPACT; HIGH RELIABILITY; DATA CENTER; POPULATION LEVEL; HOUSEHOLD COLLECTION; MONITORING EFFORT; DEVELOPMENT IMPLEMENTATION; NONCOMMERCIAL PURPOSES; PRIMARY BASIS; COLLECTED INFORMATION; SUBSIDIARY RIGHT; RELEVANT POPULATION; SKILL TARGET; THE ADMINISTRATION; HOUSEHOLD SURVEY; SCHOOL SETTING; TIME REQUIREMENT; TEACHING PRACTICE; RECENT YEARS; ROAD MAP; EMOTIONAL DEVELOPMENT; READING SKILL; DEVELOPMENTAL OUTCOMES
spellingShingle MEASUREMENT TOOL; CHILD DEVELOPMENT; DATA COLLECTION EFFORT; STRATEGIC IMPACT EVALUATION FUND; TIME AND RESOURCE; EARLY CHILDHOOD DEVELOPMENT; AGE RANGE; ASSESSMENT TOOL; FORMATIVE ASSESSMENT; MEASUREMENT EFFORTS; DATA COLLECTION COST; IMPACT OF INTERVENTION; POPULATION MONITORING; GROSS MOTOR SKILL; FINE MOTOR SKILL; AGE OF CHILD; RANDOM MEASUREMENT ERROR; OUTCOME MEASUREMENT; CHILDREN OF AGES; CHILD'S ABILITY; DEVELOPMENTAL DELAYS; INTENSIVE TRAINING; LONGITUDINAL STUDY; OLD CHILDREN; LANGUAGE SKILL; COMMON PURPOSE; YOUNG CHILD; FINANCIAL RESOURCE; TEST SCORE; ADAPTATION ACTIVITIES; ASSESSMENT FRAMEWORK; PARTICULAR COUNTRY; CHILDREN'S DEVELOPMENT; JOINT USE; PRESCHOOL CLASSROOM; ASSESSING CHILD; PSYCHOLOGICAL MEASUREMENT; NEED FOR SERVICE; SCREENING TOOL; SHORT-TERM MEMORY; CULTURAL ASPECTS; CONFLICT RESOLUTION; SMALL SAMPLE; COGNITIVE SKILL; PROBLEM-SOLVING SKILL; BASIC ARITHMETIC; CULTURAL CONTEXT; NUMERACY SKILL; RURAL GROUP; REPRESENTATIVE SAMPLE; POPULATION IMPACT; HIGH RELIABILITY; DATA CENTER; POPULATION LEVEL; HOUSEHOLD COLLECTION; MONITORING EFFORT; DEVELOPMENT IMPLEMENTATION; NONCOMMERCIAL PURPOSES; PRIMARY BASIS; COLLECTED INFORMATION; SUBSIDIARY RIGHT; RELEVANT POPULATION; SKILL TARGET; THE ADMINISTRATION; HOUSEHOLD SURVEY; SCHOOL SETTING; TIME REQUIREMENT; TEACHING PRACTICE; RECENT YEARS; ROAD MAP; EMOTIONAL DEVELOPMENT; READING SKILL; DEVELOPMENTAL OUTCOMES
Pushparatnam, Adelle
Seiden, Jonathan Michael
Luna Bazaldua, Diego Armando
Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How
geographic_facet World
description A growing understanding of the importance of children’s earliest years has led to an increasing desire to measure early childhood development (ECD) outcomes. There are now nearly 150 tools for measuring ECD outcomes internationally, which can make it challenging to choose an appropriate measurement tool for a given measurement effort. This document guides the user through the why, who, what, and how questions that must be considered prior to selecting tools for measuring ECD outcomes. Users should document their responses at each step to collate the information needed to identify and select an appropriate ECD measurement tool.
format Working Paper
author Pushparatnam, Adelle
Seiden, Jonathan Michael
Luna Bazaldua, Diego Armando
author_facet Pushparatnam, Adelle
Seiden, Jonathan Michael
Luna Bazaldua, Diego Armando
author_sort Pushparatnam, Adelle
title Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How
title_short Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How
title_full Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How
title_fullStr Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How
title_full_unstemmed Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes : Why, What, Who, and How
title_sort guiding questions for choosing the right tools to measure early childhood outcomes : why, what, who, and how
publisher Washington, DC: World Bank
publishDate 2022
url http://documents.worldbank.org/curated/en/210101645165216405/Guiding-Questions-for-Choosing-the-Right-Tools-to-Measure-Early-Childhood-Outcomes-Why-What-Who-and-How
http://hdl.handle.net/10986/37030
_version_ 1764486484319010816

Similar Items