ASSESSMENT METHODOLOGY

1. Outlines
 Introduction / Terminologies
 Definition of Assessment Methodology
 Types of Assessment Methodology
 Program Evaluation
 Significances of program Evaluation
 Types of program Evaluation
 Program evaluation that would benefits dietary assessment
 What are the benefits of assessment methodology received by an evaluator who thoroughly
understood the evaluation
 References.
Dr
ODEJAYI MARY ABOSEDE
ASSESSMENT METHODOLOGY

2. ASSESSMENT METHODOLOGY
DEFINITIONS OF THE TERMILOGIES USED IN ASSESSSMENT
METHODOLOGY

3. Assessment: Is defined as a process of measuring and analyzing a
performance or product to provide a good quality, or timely feedback for
improvement.
Methodology: Is a set of methods, rules, or ideas that are important in a
science or art as well as a particular procedure or set of procedures.

4. WHAT DOES ASSESSMENT METHODOLOGY MEAN?
It is a tool which help individual to understand the steps needed to do a quality
assessment. The assessment process occurs on many different levels. The
broadest of which is the overall assessment of the different objectives,
missions, and effects. The first step is the quantitative labeling process, which
measures
3 things;
1. The level of effect the missions or objectives had
2. The evidence with which the effectiveness can be proved and lastly,
3. The confidence with which the effectiveness can be proved.

5. THE ASSESSMENT
METHODOLOGY CONSISTS OF
FOUR MAIN STEPS ALONG WITH A
SET OF SUB-STEPS. THE
METHODOLOGY IS AS FOLLOWS:
TYPES OF ASSESSMENT METHODOLOGY

6. 1. Develop guidelines for the assessor to follow when assessing a performance
or a product. Both the assesses and the assessor should, before the
performance:
I. Define the purpose of the performance or the product.
II. Define the purpose of the assessment.
III. Determine what is appropriate to be assessed.
IV. Agree on what should be reported and how it should be reported in the
assessment report.
TYPE ONE

7. 2. Design the approach to be used for the assessment, (Both the assessee and assessor
should).
I. Inventory a list of possible criteria to be used as part of the assessment.
II. Choose the criteria from the list in step
2a. that best meet the previously established guidelines (Step 1). If appropriate, determine
the attributes that indicate quality for each criterion.
I. For each attribute (or simple criterion), determine the evidence needed to perform the
assessment.
II. Agree on the scale and range to be used in looking at each piece of evidence.
III. Agree on the method of collection that will be used to collect evidence.
IV. Determine the specific instruments that will be used to collect evidence.
V. Set up a plan to collect the evidence in a timely manner.
TYPE TWO

8. 3. Collect and analyze the evidence.
The assessor should:
I. Collect the evidence agreed upon in Step 2.
II. Use the collected evidence to determine and document the strengths and
areas to improve.
III. Offer feedback during the performance, if appropriate and agreed upon
beforehand, with the assessee.
TYPE THREE

9. 4. Report the findings to the assessee.
The assessor should ;
I. Create the assessment report for the assessee, using the results from Step
1d as a guide.
II. Analyze various contributions when evidence of attributes suggests a poor
performance or product. Determine what part is due to the evidence
collected, the criteria chosen, the use of the product (if appropriate), and/or
the performance or product itself.
TYPE FOUR

10.  Evaluation: Is defined as the systemic application of social research
procedures for assessing the conceptualization, design, implementation, and
utility of social intervention programme.
 Evaluation of a programme: Is a systematic collection and delineation and
use of information to judge the correctness of the situation analysis, critically
assess the resources and strategies selected, to provide feedback on the
process of implementation and to measure the effectiveness and the impact
of an action programme.
PROGRAM EVALUATION

11.  Evaluator : s a person who collects data and other information to analyze,
rate and answer questions regarding specific projects, policies and programs
offered by organizations, government agencies and businesses. Program
evaluators work in both the public and private sectors. Through interviews,
observations and focus groups, they make informed judgments on the merit of
various programs. The purpose is to determine whether the program is
efficient in terms of using resources wisely to perform the needed.
 “A common approach to evaluating an educational programme is what is
often called a systematic approach”.
CONT. OF TERMINOLOGIES

12. There are three key definitions of program evaluation.
1. It as systematic measures and comparisons which provide specific
information on program results to senior officials for use in policy or
management decisions.
2. It as the use of scientific methods to measure the implementation and
outcomes of programs for decision-making process.
3. It as the application of systematic research methods to the assessment of
program design, implementation and effectiveness.
PROGRAM EVALUATION

13. The Purpose of evaluation includes;
 To judge how the nutrition education programme are planned and executed
 How the programme personnel have performed
 To increase the effectiveness of programme management and administration
 To assess the utility of new programmes and finally
 To satisfy programme sponsors.
SIGNIFICANCES OF EVALUATION

14. Dietary Assessment
 A dietary assessment is a comprehensive evaluation of a person’s food intake and the main
purpose of this assessment is to be able to improve the overall health of individual or group of
people who are participating in a particular program. It is one of four parts of a nutrition
assessment done in a clinical setting.
These four parameters of assessment include:
1. An assessment of anthropometrics (weight, height, weight-to-height ratio, head circumference,
body mass index, and so on.
2. Dietary assessment, which includes a diet history or food frequency analysis;
3. A physical examination with a medical history.
4. Biochemical exams or blood/urine tests.
WHICH TYPE OF PROGRAM EVALUATION WOULD BENEFIT
FROM UNDERSTANDING DIETARY ASSESSMENT?

15. Types of evaluation?
 Formative evaluation ensures that a program or program activity is feasible,
appropriate, and acceptable before it is fully implemented. It is usually conducted
when a new program or activity is being developed or when an existing one is being
adapted or modified.
 Process/implementation evaluation determines whether program activities have been
implemented as intended.
 Outcome/ summative evaluation for effectiveness evaluation measures
 Impact evaluation assesses program effectiveness in achieving its ultimate goals.
TYPES OF EVALUATION

16.  In the light of the above explanation, and question asked, the program
evaluation that benefits dietary assessment in this article will be an
“OUTCOME / ASUMMATIVE PROGRAM EVALATUION” type. Reason been
that it is an effective program which evaluate effects in the target population
by assessing the progress in the outcomes or outcome objectives that the
program is to achieve, which serves as a guide to evaluate diet in a study for
a targeted population as well as providing or implementing solutions or
improvement for every problems that arises in the assessment methodology.
WHICH TYPE OF PROGRAM EVALUATION WOULD BENEFIT
FROM UNDERSTANDING DIETARY ASSESSMENT?

17. The benefits of program evaluation include the following:
1. Determine whether the program is efficient in terms of using resources wisely.
2. Perform the needed work effectively by the performance measured or objectives set
and implemented.
3. Efficiency and effectiveness of a program.
4. To help make decisions, fix accountability problems, and aid in planning.
5. It can also improve operations, reallocation of resources and contract monitoring.
6. Provides knowledge of the components of the program evaluation as required.
WHAT ARE THE BENEFITS OF THE EVALUATION WHEN THE
ASSESSMENT METHODOLOGY IS THOROUGHLY UNDERSTOOD BY THE
EVALUATOR?

18. Dieta by Daniel K. Apple, Pacific Crest and Marie Baehr, Elmhurst Collegery
Assessment
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA:
Association For Supervision and Curriculum Development.
U.S. Department of Agriculture, Food and Nutrition Information Center. "Dietary
Assessment." Available from http://www.nal.usda/fnicc
https://www.learningtogive.org/resources/program-evaluation
REFERENCES