Process evaluation measures of experiential foods program for elementary schoolchildren

Introduction: Thorough process evaluation strategies allow researchers to measure program implementation and delineate effective components of multi-component interventions. Valid and reliable instruments give evaluators confidence in explaining results such as why certain outcomes were or were not achieved, and how to improve the intervention. Developing evaluation strategies and measures in partnership with stakeholders can increase their relevance to program objectives and enhance partner buy-in. Program design: Using a participatory evaluation approach, researchers and program personnel developed, tested, and refined process evaluation measures. These were used to assess the extent intervention components of an experiential food and nutrition education program for elementary schoolchildren (Cooking with KidsTM) were implemented as intended. Components include classroom, cafeteria and family. Constructs of Social Cognitive Theory were used to identify evaluation foci. Results: Formative assessment activities yielded observation forms for both classroom and cafeteria components. Inter-observer reliability for observations ranged from kappa coefficients of .72 to 1.00. Protocols and guides were developed for interviews with principals, cafeteria managers, and teachers; interviews will be completed by May 2008. Qualitative analyses will be conducted with NVIVO software using methods recommended by Miles and Huberman (1994). A tracking system was developed to assure data collection targets were met. Discussion: Developing and applying tested measures to assess implementation of multi-component interventions is time-consuming but essential to accurately interpret program outcomes and guide future intervention efforts. This participatory evaluation strategy can be successfully applied in a variety of public health settings. Supported by USDA CSREES NRI 2007-05062.