A Brief Assessment of Learning for Orphaned and Abandoned Children in Low and Middle Income Countries
A Brief Assessment of Learning for Orphaned and Abandoned Children in Low and Middle Income Countries
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DOI：
10.1007/s10461-011-9940-z
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发表时间：
2012-02-01
影响因子：
4.4
通讯作者：
Whetten, Kathryn
中科院分区：
文献类型：
--
作者：
O'Donnell, Karen;Murphy, Robert;Whetten, Kathryn
对低收入和中等收入国家儿童学习和成绩的评估被批评为缺乏黄金标准、适当的规范参照组，以及评估任务对环境的适用性。本研究的目的是检查三个非语言和一个适应口头措施的儿童的问题解决，记忆，动机和注意力在五个不同文化的网站的性能。其目的是评估测试作为受生活事件和弱势儿童护理环境影响的个体差异的指标。我们的结论是，这些措施可以成功地采用保真度在非标准的设置中LMIC，并与儿童的年龄和教育经验的设置。这些测试可以用于评估脆弱儿童结果的变化。
Assessment of children's learning and performance in low and middle income countries has been critiqued as lacking a gold standard, an appropriate norm reference group, and demonstrated applicability of assessment tasks to the context. This study was designed to examine the performance of three nonverbal and one adapted verbal measure of children's problem solving, memory, motivation, and attention across five culturally diverse sites. The goal was to evaluate the tests as indicators of individual differences affected by life events and care circumstances for vulnerable children. We conclude that the measures can be successfully employed with fidelity in non-standard settings in LMICs, and are associated with child age and educational experience across the settings. The tests can be useful in evaluating variability in vulnerable child outcomes.