{"id":35838,"date":"2019-03-11T00:00:00","date_gmt":"2019-03-11T05:00:00","guid":{"rendered":"http:\/\/ready-for-feedback3.com\/shape-history\/fmr\/dsa-krupar-westrope\/"},"modified":"2024-08-28T07:58:49","modified_gmt":"2024-08-28T12:58:49","slug":"dsa-krupar-westrope","status":"publish","type":"fmr_content","link":"https:\/\/www.fmreview.org\/ar\/education-displacement\/dsa-krupar-westrope\/","title":{"rendered":"Feasible measurement of learning in emergencies: lessons from Uganda"},"content":{"rendered":"

Education assessments in emergencies currently focus on access or aim to understand teachers\u2019 experience and qualifications rather than closely examine children\u2019s experiences and learning<\/span><\/span>.[1]<\/span><\/span><\/span><\/span><\/span><\/a><\/span><\/span> Moreover, many international and national assessments are lengthy and require highly trained data collectors, who are often unavailable in the immediate aftermath of displacement. The lack of assessments that are <\/span><\/span>rigorous yet feasible to undertake<\/span><\/span> in<\/span><\/span> education in emergencies (EiE) programming means there is <\/span><\/span>often limited<\/span><\/span> information about <\/span><\/span>gaps in children\u2019s learning and the impact of EiE programmes.<\/span><\/span><\/span><\/p>\n

The Holistic Assessment of Learning and Development Outcomes (HALDO) is designed to fill such knowledge gaps.<\/span><\/span>[2]<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/a> It enables practitioners to understand the needs of learners aged 4\u201312 <\/span><\/span>across<\/span><\/span> four <\/span><\/span>domains<\/span><\/span>: literacy, numeracy, social and emotional learning<\/span><\/span> (SEL),<\/span><\/span> and executive functioning<\/span><\/span>.[3]<\/span><\/span><\/span><\/span><\/span><\/a> <\/span><\/span>HALDO<\/span> <\/span><\/strong>also includes questions about demographic and household characteristics, socio-economic status, home learning environment, and disability.<\/span>[4]<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/a> <\/strong><\/span><\/span><\/span><\/p>\n

In 2018, <\/span><\/span>HALDO was piloted <\/span><\/span>in<\/span><\/span> 32 <\/span><\/span>education<\/span><\/span> centres and<\/span><\/span> schools managed by Save the Children and Windle International Uganda in <\/span><\/span>the <\/span><\/span>Rwamwanja and Kyangwali refugee settlements in western Uganda. <\/span><\/span>Given the recent influx of <\/span><\/span>refugees from the Democratic Republic of Congo (DRC<\/span><\/span>) to both settlements <\/span><\/span>and their diverse language backgrounds (24 mother <\/span><\/span>tongue languages were identified<\/span><\/span>), schools have found accommodating learners particularly challenging. <\/span><\/span><\/span><\/p>\n

Challenges to implementation<\/span><\/span><\/strong><\/span><\/span><\/span><\/p>\n

We found that <\/span><\/span>HALDO offered a <\/span><\/span>reliable, valid measurement of the different domains of children\u2019s learning and development in these settlements. In this article we focus on three challenges experienced during the pilot which relate to its practical application. <\/span><\/span><\/span><\/span><\/span><\/p>\n

Language:<\/span><\/span><\/strong> In discussion with community organisers, we identified<\/span><\/span> English, Kiswahili and Kinyabusha\/Kinyarwanda<\/span><\/span> as <\/span><\/span>the <\/span><\/span>most appropriate languages for<\/span><\/span> the assessment. <\/span><\/span>This required a majority of assessors to speak all three languages fluently since schools were not separated by language. Additionally, assessors found that the Kiswahili translation did not use child-friendly language; rather than allowing the assessors to reword questions during the assessments, we needed instead to revise the wording for all items during the training, to ensure consistency and use of appropriate terminology. <\/span><\/span>In recognition of language diversity, those undertaking future assessments should <\/span><\/span>conduct a more comprehensive language mapping before translating the tool, create a sampling frame based on the languages spoken, engage assessors that speak the languages fluently, and recommend<\/span><\/span> that translators <\/span><\/span>work with community members <\/span><\/span>to <\/span><\/span>incorporate child-friendly language<\/span><\/span>.<\/span><\/span><\/span><\/span><\/span><\/p>\n

Assessor training:<\/span><\/span><\/span><\/strong> We piloted a \u2018rapid assessor training\u2019 model that can be used in EiE programmes that have limited time and resources. The pilot in Uganda highlighted the challenges with this model. Notably, the outcome of deploying such a training model can be to damage the reliability of assessors\u2019 scoring, since there may have been insufficient time for them to develop a harmonised understanding of the assessment and its use. The pilot helped us to identify specific questions with which assessors struggled \u2013 like timed tasks and deciding on appropriate and inappropriate responses for SEL questions \u2013 allowing us to modify the rapid assessor training to better support assessors\u2019 understanding in relation to these areas and how responses should be scored.  <\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Facilitator feedback:<\/span><\/span><\/span><\/strong> One aim of HALDO is to provide teachers and facilitators with aggregated information about the learning gaps of children with whom they are working, and the pilot underlined the importance of this. <\/span><\/span><\/span>One way to support this provision of feedback is to connect the assessment results with<\/span><\/span><\/span> tailored learning content to ensure that the learning and development needs that have been identified are accompanied by explicit instruction on the appropriate teaching materials required to address them. <\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Continuing refinement of HALDO includes creating guidance on how to better adapt and translate HALDO and improving assessor training so that the tool can be rapidly deployed in the early onset of displacement. Through<\/span><\/span> further testing and analysis, we will use HALDO findings to inform our recommendations for teachers and facilitators working with children in situations of forced displacement to ensure that the education being provided meets the children\u2019s needs more effectively. <\/span><\/span><\/span><\/span><\/span><\/p>\n

 <\/p>\n

Nikhit D\u2019Sa ndsa@savechildren.org<\/a><\/em><\/span><\/span>
\nDirector, Research, Evaluation, and Learning<\/span><\/span><\/span><\/span><\/span><\/p>\n

Allyson Krupar akrupar@savechildren.org<\/a><\/em><\/span><\/span>
\nSenior Specialist, Learning Research<\/span><\/span><\/span><\/span><\/span><\/p>\n

Clay Westrope cwestrope@savechildren.org<\/a><\/em><\/span><\/span> <\/em><\/span><\/span><\/span><\/span><\/span>
\nSenior Specialist, Learning Research<\/span><\/span><\/span><\/span><\/span><\/p>\n

Save the Children <\/span><\/span>www.savethechildren.org<\/a><\/span><\/span><\/em><\/span><\/span>   <\/em><\/span><\/span><\/span><\/p>\n

 <\/p>\n

[1]<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/a> F<\/span><\/span>or more on \u2018good learning\u2019 in displacement, see Krupar and Anselme in this issue.<\/span><\/span><\/span><\/span><\/p>\n

[2]<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/a> For more information about HALDO, email learningassessment@savechildren.org<\/a><\/span><\/span>. <\/span><\/span><\/span><\/span><\/p>\n

[3]<\/span><\/span><\/span><\/span><\/span><\/span><\/a> Literacy measures vocabulary, letter identification, reading accuracy and reading comprehension. Numeracy measures counting, number identification, addition and subtraction, and word problems. SEL measures self-concept and empathy. Executive functioning measures short-term memory and working memory through questions about number sequences.<\/span><\/span><\/span><\/span><\/p>\n

[4]<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/a> HALDO includes three questions about disability which draw on the Washington Group Short Set on Functioning bit.ly\/WG-SS-2017 <\/span><\/span><\/a><\/span><\/span><\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Education assessments in emergencies currently focus on access or aim to understand teachers\u2019 experience and qualifications rather than closely examine children\u2019s experiences and learning.[1] Moreover, many international and national assessments are lengthy and require highly trained data collectors, who are often unavailable in the immediate aftermath of displacement. The lack of assessments that are rigorous…<\/p>\n","protected":false},"featured_media":0,"parent":38937,"menu_order":0,"template":"","fmr_themes":[],"fmr_region":[],"fmr_issue":[108],"fmr_year":[],"fmr_content_type":[27],"fmr_languages":[36],"fmr_list_years":[568],"class_list":["post-35838","fmr_content","type-fmr_content","status-publish","hentry","fmr_issue-108","fmr_content_type-article","fmr_languages-english","fmr_list_years-568","entry","no-media"],"acf":[],"yoast_head":"\nFeasible measurement of learning in emergencies: lessons from Uganda - Forced Migration Review<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.fmreview.org\/education-displacement\/dsa-krupar-westrope\/\" \/>\n<meta property=\"og:locale\" content=\"ar_AR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Feasible measurement of learning in emergencies: lessons from Uganda - Forced Migration Review\" \/>\n<meta property=\"og:description\" content=\"Education assessments in emergencies currently focus on access or aim to understand teachers\u2019 experience and qualifications rather than closely examine children\u2019s experiences and learning.[1] Moreover, many international and national assessments are lengthy and require highly trained data collectors, who are often unavailable in the immediate aftermath of displacement. 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