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governments, and in parallel rights-based approaches focus on the claims and voicesof citizens, anddutiesof the state, andmechanisms toenableaccountability and action on both sides.10 Rights-based projects address inclusion and power imbalances and ensure poor, marginalised and vulnerable have opportunities to participate.11 The human rights principles and standards applied in the project informed the evaluative method and sharpened the focus of participatory techniques. The evaluative research componentwas explicitly built into the project design, and related to the project objective of strengthening the evidence base for child- centred, community-based adaptation. The research briefwas: help project imple- menters understand how children and their communities are adapting to climate changebydevelopinga set of indicators, andaprocess –amethod– forgathering and analysing evidence. An indicator approach was selected because the implementing organisations considered that itwould be a straightforward basis to systematically understand, measure and communicate outcomes.12 At the same time, a set of indicators addresses the complexity of CCA thatmeans there is no single appropriatemetric for adaptation.13 As detailed in section 4, themain evaluative toolwas focus group discussions (FGDs) with children. A total of 18 FGDswere conducted to pilot, develop and apply the indicatorsandmethodinLasNavas(includinginBarangaysofSanIsidro andHangi) inNorthernSamar;Salcedo (includingBarangaysMatarinao,Garawon andAlog) andHernani in Eastern Samar; andMariaAurora (includingBarangay San Joaquin),Dinalungan andBaler (includingBarangayZabali) inAurora. 16.3 What ‘Type’ofEvaluation? The research aimed tohelp project implementers to learn from real-time feedback about how the project was supporting children and their communities to adapt to climate change. From the outset it was clear that the approach needed to be both 10Cornwall,AndreaandCelestineNyamu-Musembi.2004.“Putting the ‘Rights-BasedApproach’ toDevelopment intoPerspective.”ThirdWorldQuarterly25(8):1415–37. 11Uvin, Peter. 2007. “From the Right to Development to the Rights-Based Approach: How ‘Human Rights’ Entered Development.” Development in Practice 17(4–5):597–606. doi:10. 1080/09614520701469617 12Chong, Joanne, Anna Gero and Pia Treichel. 2015. “What Indicates Improved Resilience to ClimateChange?ALearning andEvaluativeProcessDeveloped fromaChild-Centred,Commu- nity-BasedProject in thePhilippines.”NewDirections forEvaluation. 13Bours, D, CMcGinn and P Pringle. 2014, “Guidance Note 1: Twelve ReasonsWhyClimate Change Adaptation M&E Is Challenging”: SEA Change CoP. (http://www.seachangecop.org/ node/2728), Brooks, N, S Anderson, Jessica Ayers, Ian Burton and I Tellam. 2011. Tracking Adaptation andMeasuring Development. Iied Climate ChangeWorking Paper No. 1. London, UnitedKingdom: International Institute forEnvironment andDevelopment. 294 J.Chonget al.