Another defining characteristic of school
readiness measurement is whether
the instrument was developed locally
or adapted from another country or
cultural context. With increasingly global
connections, there is greater access to
instruments developed in other parts of the
world. An instrument might be applicable
and appropriate for the country or region
where it was developed, but unsuitable in a
different context. Therefore, it is important to
verify cultural relevance and representation
of the local definition of school readiness. In
order to ensure that the adapted instrument
is appropriate and accurate, it should first be
validated on a representative sample in any
given context.