Administration and Scoring of Measurement tools for the Three and Four-year Old’s and Women before the RCT Baseline Survey in Tharaka Nithi County, Kenya
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Date
2020
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Kenyatta University
Abstract
The Randomized Controlled Trial (RCT) child-based curriculum intervention was identified as a
critical Women's Economic Empowerment (WEE) strategy because women engage in unpaid
childcare, which affects their livelihood in rural Kenya. To examine the impact of enrolling 3-
year-olds in PP1 class under the child-based curriculum and learning environment on both
children’s developmental milestones and women's economic empowerment, there was a need to
adapt existing standardised tools to the local Tharaka Nithi context to assess the participant’s at
baseline, midline, and endline. The tools which were used in measuring the baseline status of the
participants included Daberon-2, Early Childhood Development Index (ECDI-2030), and
Preschool Self-Regulation Assessment (PSRA). The household survey was used to assess women's
economic status. All the measurement tools used on children were translated into four major
dialects spoken in Tharaka Nithi County (TNC), and some pictures of animals, objects, and foods
were replaced with local ones. Appropriate and inappropriate responses were identified and
revised, informing the administration and scoring of the instruments. To ensure consistency in
administration and scoring, fifteen (15) assessors proficient in the dialects spoken within the
county were recruited and trained through classroom roleplay, demonstrations, supervised field
practice, and interrater supervision. Assessors were provided with administration and scoring
guides to boost their proficiency. Using pilot data of 42 children aged between 3 to 4 years, the
internal and test-retest reliability of the measurement tools used with the children met the threshold
of 0.7. A pool of researchers constructed the household survey for WEE. Fifteen assessors with
proficiency in the dialects within the TNC were recruited and trained on administration and scoring
using didactical learning, demonstrations by the trainers, and role plays to ensure that the
assessment was carried out in a standardised way. Assessors were taken through class training
and field practice. The cultural adaptation and training of assessors were expected to boost the
objectivity of the assessment because the findings were important in informing whether
curriculum-based childcare intervention has an effect on women's economic empowerment and
eventually inform policy decisions regarding the curriculum for the three-year-olds
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Oteyo, S., Gachara, E., Mvungu, E., Onywere, S., Niavasha, D., Waudo, J., ... & Mwangi, M. (2025). Administration and Scoring of Measurement tools for the Three and Four-year Old’s and Women before the RCT Baseline Survey in Tharaka Nithi County, Kenya. KENYATTA UNIVERSITY WOMEN’S ECONOMIC EMPOWERMENT (KU-WEE) JOURNAL, 1(1), 309-329.