3 Individual/Personal – More Information
Individual/Personal Existing Tools
The table below provides detailed information on the tools relevant to the intrapersonal level. It includes the source or a direct link to the tool when available. In some cases, tools are listed without a specific link, as their exact location was not specified in the original source. However, it is still important to acknowledge the existence of these tools for relevant indicators.
Where the author of a tool is listed, the full citation can be found in the reference list. If readers are unable to locate a particular source, they are encouraged to contact a school food researcher for further assistance. Blank spaces in the table indicate areas where additional research is needed, either because the tool could not be located or because further development is required. In instances where we were unable to find a tool, we have noted this as “Unable to locate,” and where requests have been sent to locate a tool, it is indicated accordingly.
This section aims to provide a comprehensive overview of existing tools while highlighting the gaps that future research can address. However, it is crucial to note that guidance on analyzing and interpreting the results of these tools is currently missing. Future versions should include a robust framework for interpreting the data generated by these tools, ensuring that users can draw meaningful conclusions from the results.
| Individual/Personal | ||||
| Evaluation Type: Outcome | ||||
| Indicator | Tool | Application of Tool | Past Applications of Tool in Research | Location of Tool |
| Food Skills and Knowledge | ||||
| Food and Nutrition Knowledge |
I-EAT: Individual Eating Assessment Tool | This survey assesses individual eating knowledge, attitudes and practices
|
(Engler-Stringer et al., 2021)
This study adapted the I-EAT Assessment Tool to assess baseline end-point measures for students in grades 4-6 |
This tool can be access through this link |
| Pro-Children Questionnaire
|
This questionnaire is used to measure psychosocial factors related to fruit and vegetable consumption in children
|
(He et al., 2009)
This study used this questionnaire to measure children’s awareness, knowledge and preferences regarding fruit and vegetable consumption |
This tool was adapted from:
(De Bourdeaudhuij et al., 2005)
Questions used in this questionnaire can be found in this study |
|
| The Food Literacy Progression
|
The Progression provides an organizational framework for food literacy development from ages 2 to 18 years
|
(Slater, 2022)
The Progression can be used in many settings by educators to develop and evaluate food education programs and initiatives and to communicate the breadth of capabilities required to be food literate |
This tool can be accessed through this link | |
| Waterloo Web-Based Eating Behaviour Questionnaire
|
This questionnaire is used to assess milk and alternatives. Calcium and vitamin D intakes using a 24-hour dietary recall
|
(Gates et al., 2013)
Students in grades 6-8 completed the WEB-Q to establish baseline data prior to implementing a supplementary milk and alternatives program |
This tool was adapted from:
(Hanning et al., 2009) |
|
| 24-Hour Recall Food Literacy Questionnaire
|
This questionnaire is used to perform self-reported 24-hour dietary recalls in tandem with a food diary to track food and drinks consumed during the recall period
|
(Saksvig et al., 2005)
This study used this questionnaire with each student pre- and post-intervention over 3 weeks. Students were trained to use a non-quantitative food diary to track the foods and drinks consumed |
Unable to locate | |
| Food Skills
|
Food Knowledge and Skills Questionnaire
|
This questionnaire includes questions that assess students’ knowledge, attitudes and experience surrounding food and food skills
|
(Bisset et al., 2008)
This study created this questionnaire to measure the impact of the “Little Cooks” nutrition workshop run by community dietitians on food knowledge and skills for students |
The full questionnaire can be found in Appendix A of this article:
(Bisset et al., 2008) |
| Food System Knowledge
|
Farm to School Evaluation Framework for Canada Tool B – Student Survey
|
This survey asks students to reflect on their school’s farm-to-school program with questions focusing on their understanding on the local food system
|
This tool was created by Farm to Cafeteria Canada as a part of their Evaluation Framework for School Food Program work. It includes many different evaluation components that could be used to evaluate other categories. It was developed from a practical rather than academic perspective. | This tool can be found using this link |
| Healing and Wellbeing | ||||
| Considering Special Diets and Food Allergies
|
||||
| Food and Nutrition Beliefs
|
Student Eating Habits Survey
|
This survey covered topics such as student participation in the program, eating habits, quality and quantity of the food provided, perceived well-being, and satisfaction with the program
|
(Muthuswamy, 2012)
This study developed this student survey to be used for second-year evaluation of their ‘Feeding our Future’ school nutrition program. |
Details of the content found within the survey can be found throughout this paper:
(Muthiswamy, 2012) |
| Food Preferences
|
Home Fruit & Vegetable Preference Survey
|
Children’s fruit and vegetable preferences can be measured using this questionnaire by having them taste and then rate the foods they have consumed on a 6-point Likert facial scale
|
(Triador et al., 2014 & Hanbazaza et al., 2015)
These studies used this questionnaire to measure students’ preferences for certain fruits and vegetables for the implementation of a healthy snack program |
Procedure details can be found in this study:
(Hanbazaza et al., 2015) |
| Student Food Preferences and Willingness to Try Questionnaire
|
This 3-point “schematic faces” questionnaire is used to assess food preferences and students’ willingness to try certain food
|
(Taylor et al., 2003)
This study used this questionnaire as a pre-test administered by trained dietetic interns prior to the implementation of a fruit and vegetable snack program over a 6-week period |
Examples of questions from this questionnaire can be found in this study:
(Taylor et al., 2003) |
|
| Mental, Physcial, Emotional and Spiritual Health and Wellbeing
|
||||
| Nutrition Behaviours
|
Breakfast Program Impact Survey
|
This brief, paper-based questionnaire is administered to students to ascertain their food consumption in the morning
|
(Van Wye et al., 2013)
This study used this questionnaire prior to implementing breakfast in the classrooms of specified schools, intended to serve students who do not or are unable to take advantage of before-school breakfast in cafeterias |
Details of the questions in this questionnaire can be found in this study:
(Van Wye wt al., 2013) |
| CADET: The Child and Diet Evaluation Tool
|
This 24-hour food diary measures the nutrition intake of children aged 3-7 years old, with a focus on fruit and vegetable consumption
|
(Christian et al., 2015)
This study adapted the CADET tool to measure the nutrient intake of children aged 8-11 years old by have students complete a one-day weighed record diary concurrently with the CADET diary |
Details of the original CADET tool can be found in this study:
(Cade et al., 2006) |
|
| Food Neophobia Scale
|
This questionnaire measures children’s willingness to try new foods | (Galloway et al., 2003)
This study used this validated questionnaire to understand children’s willingness to try new fruits and vegetables who were previously believed to be picky eaters |
All questions used in this questionnaire can be found in Figure 1 of this study:
(Galloway et al., 2003) |
|
| Milk and Milk Acceptance Plate Waste Study
|
The “plate waste” method” consists of either weighing or visual estimation of amount of food remaining to assess the amount of food eaten in one sitting
|
(Henry et al., 2016)
This study used the plate waste method to assess the amount of milk consumed by students during lunchtime. Students were instructed to place all used cartons right-side up into the appropriate trays. After lunch, the data collectors counted the number of cartons and then poured the waste into 2000 mL graduated cylinders to record the waste per student |
Details of using this method can be found in this study:
(Henry et al., 2016) |
|
| Milk Consumption Questionnaire | This pen-and-paper questionnaire assesses children’s consumption of milk throughout the day | (Marsh et al., 2018)
This study used this questionnaire to assess whether children were consuming at least 2 servings of milk or milk products over 7 days. The questionnaire was administered in a small group setting within the classroom |
Unable to locate | |
| Milk Program FFQ (Calcium & Vitamin D) | This semi-quantitative FFQ was modified to identify both dairy and alternative food sources of calcium. The responses should reflect the child’s usual consumption of foods and beverages consumed | (Ransome et al., 1998)
This study distributed this questionnaire to parents of children between 6-12 years of age. All questionnaires were completed by parents and parents were encouraged to consult with their child. Parents were also requested to list all brand names of supplements used and how frequently each brand was consumed |
An example of this FFQ is found in Figure 1 of this study:
(Ransome et al., 1998) |
|
| Vegebatble and Fruit Consumption
|
Digital Photography of Fruit and Vegetable Consumption | Digital photographs and stickers with identification numbers are placed on students’ meal trays so that before and after photos can be matched and coded for consumption of F/V | (Wengreen et al., 2013)
This study used this tool during the implementation of the Food Dudes program to increase fruit and vegetable consumption among students. |
The procedure for this tool is described in this study:
(Wengreen et al., 2013) |
| Fruit and Vegetable Consumption FFQ | This questionnaire is used to assess children’s fruit consumption in portions per day, vegetable intake during dinner in grams per day and vegetable snack intake in times per day | (Reinaerts et al., 2007)
This study created this questionnaire to be sent home to children’s parents to complete to evaluate and compare the effectiveness of fruit and vegetable interventions in primary schools |
Details of the questions found in this questionnaire can be found in the ‘Measures’ section of this study:
(Reinaerts et al., 2007) |
|
| Fruit and Vegetable Intake FFQ | This questionnaire allows students to self-report their fruit and vegetable consumption | (Day et al., 2008)
This study adapted this FFQ from the Eating at America’s Table Study Quick Food Scan to assess the fruit and vegetable intake of students who took part in Action Schools! BC – Healthy Eating Intervention |
Unable to locate
(Eating at America’s Table Study Quick Food Scan is no longer available) |
|
| School Success | ||||
| Academic Performance | Students’ Academic Ranking | This questionnaire asks teachers to report the number of students they consider performing at grade level, one year below and one year above grade level. | (Coladarci, 1986)
This study applied this questionnaire to assess the interactive decision-making of teachers in a western Montana elementary school district |
Details of the types of questions asked in this questionnaire can be found under Table 1 of this study:
(Coladarci, 1986) |
| Acadmic Motivation | Teachers’ perceptions of students’ academic motivation | This questionnaire asks teachers to report on students’ effort and willingness to learn the course material and their attention, focus, and interest in class-related tasks | (Hardé et al., 2008)
This study uses the questionnaire to assess teachers’ casual perceptions of the reasons behind students’ lack of motivation. |
Details of the questions found in this questionnaire can be found in the ‘Instrument Development’ section of this study:
(Hardé et al., 2008) |
| Attendance | ||||
| In-Class Behaviours | Teachers’ perceptions of classroom attention and disruptive behaviour | One subscale evaluates students’ comprehension, independence, attentiveness, focus, and engagement. The other measures are noncompliance, disruptive behaviour, and disrespect toward teachers | (Friedman, 1995)
This study used two questionnaires: the teacher’s scale and the student scale to examine hor typical student behaviour patterns contribute to predicting burnout among teachers |
The details of the variables measured in the two questionnaires can be found in this study:
(Friedman, 1995) |
| Evaluation Type: Process | ||||
| Indicator | Tool | Application of Tool | Past Applications of Tool in Research | Location of Tool |
| Cultural Responsiveness | ||||
| Food Waste
|
Digital Photography Enhanced Plate Waste Study | This tool’s procedure for data collection involves weighing served food and leftovers, using digital photography and a food scale during meal times with an app installed on tablets | (Engler-Stringer et al., 2021)
This study used this method to infer the amount of food consumed by calculating the difference between the amount served and the amount leftover |
Need permission from the research group to access this tool |
| Quarter Plate Waste Study of Fruit and Vegetable Consumption | The quarter-waste method relies on investigators visually examining each tray after consumption and estimating how much of each food item is wasted | (Kropp et al., 2018)
This study used this method to collect pre/post-intervention data to understand the impact of a Farm to School program implemented in 6 elementary schools |
Unable to Locate | |
| Program Equity | ||||
| Program Success
|
Farm to School Evaluation Framework for Canada Tool A – School Staff Survey | This survey is directed toward school staff or program volunteers and measures student participation, food budget, local procurement, program activities, etc. | This tool was created by Farm to Cafeteria Canada as a part of their Evaluation Framework for School Food Programs | This tool can be found using this link |
| Teacher Feedback Survey (Field Trip) | This survey is for teachers to assess the effectiveness of field trips that teach students food skills and knowledge | This tool was developed by Growing Chefs! Ontario for the School Food Education Project | This tool can be found using this link | |
| Teacher Feedback Survey (In School) | This survey is for teachers to assess the effectiveness of Growing Chefs! lessons on student food knowledge | This tool was developed by Growing Chefs! Ontario for the School Food Education Project | This tool can be found using this link | |
| Online Feedback Form | This online feedback survey is used to understand if a school food program’s objectives were met | This tool was created by The Station Food Company | This tool can be found using this link | |
| PhotoVoice Qualitative Tool | This tool provides a way for youth to represent their communities or express their points of view by taking photographs that respond to themes related to a food program objectives or evaluation | This tool was created by YouthRex Research and Evaluation eXchange where photographs can be discussed and/or interpreted as a group to outline how the photos highlight particular themes in regards to a food program’s objectives. The resulting narratives are used to better understand the program and the experiences of participants | This tool can be found using this link | |
| Student Connection (feeling a sense of being cared for and not stigmatized) | ||||
| Student Demographics to Assess Reach | ||||
| Student Participation and Engagement | ||||
References
Bisset, S. L., Potvin, L., Daniel, M., & Paquette, M. (2008). Assessing the impact of the primary school-based nutrition intervention Petits cuistots—parents en réseaux. Canadian Journal of Public Health, 99, 107-113.
Cade, J. E., Frear, L., & Greenwood, D. C. (2006). Assessment of diet in young children with an emphasis on fruit and vegetable intake: using CADET–Child and Diet Evaluation Tool. Public health nutrition, 9(4), 501-508.
Christian, M. S., Evans, C. E., Nykjaer, C., Hancock, N., & Cade, J. E. Measuring fruit and vegetable intake in primary school children: validation of the CADET Diary in children aged 8-11 years.
Coladarci, T. (1986). Accuracy of teacher judgments of student responses to standardized test 727 items. Journal of Educational Psychology, 78(2), 141–146. https://doi.org/10.1037/0022-728 0663.78.2.141
Day, M., Strange, K., McKay, H., Naylor, P. (2008) Action schools! BC—healthy eating: effects of a whole-school model to modifying eating behaviours of elementary school children. Can J Public Health.
De Bourdeaudhuij, I., Klepp, K., Due, P., Rodrigo, C., De Almeida, M.., Wind, M., … & Brug, J. (2005). Reliability and validity of a questionnaire to measure personal, social and environmental correlates of fruit and vegetable intake in 10–11-year-old children in five European countries. Public health nutrition, 8(2), 189-200.
Engler-Stringer, R., Black, J., Muhajarine, N., Martin, W., Gilliland, J., McVittie, J., … & Vatanparast, H. (2021). The good food for learning universal curriculum-integrated healthy school lunch intervention: Protocol for a two-year matched control pre-post and case study. JMIR Research Protocols, 10(9), e30899.
Farm to Cafeteria Canada (2022). Evaluating farm to school programs: toolkit to measure priority indicators from the farm to school evaluation framework for Canada. Evaluation-Framework-Toolkit-to-Measure-Priority-Indicators (farmtocafeteriacanada.ca)
Friedman, I. (1995). Student behavior patterns contributing to teacher burnout. The Journal of 828 Educational Research, 88(5), 281–289. https://doi.org/10.1080/00220671.1995.9941312
Galloway, A., Lee, Y., & Birch, L. (2003). Predictors and consequences of food neophobia and pickiness in young girls. Journal of the American Dietetic Association, 103(6), 692-698.
Gates, M., Hanning, R., Gates, A., Isogai, A., Tsuji, L., & Metatawabin, J. (2013). A pilot comprehensive school nutrition program improves knowledge and intentions for intake of milk and milk alternatives among youth in a remote First Nation. Journal of nutrition education and behaviour, 45(5), 455-459.
Gates, M., Hanning, R., Gates, A., McCarthy, D., & Tsuji, L. (2013). Assessing the impact of pilot school snack programs on milk and alternatives intake in 2 remote First Nation communities in northern Ontario, Canada. Journal of School Health, 83(2), 69-76.
Growing Chefs! Ontario (n.d.). Teacher survey – field trip. Growing Chefs! HQ Field Trip – Teacher Survey 2019_2020 (1).pdf – Google Drive
Growing Chefs! Ontario (n.d.). Teacher survey – in school. School Food Education Project – Teacher Survey 2019_2020 (1).pdf – Google Drive
Hanbazaza, M., Triador, L., Ball, G., Farmer, A., Maximova, K., Nation, A., & Willows, N. (2015). The impact of school gardening on Cree children’s knowledge and attitudes toward vegetables and fruit. Canadian Journal of Dietetic Practice and Research, 76(3), 133-139.
Hanning, R., Royall, D., Toews, J., Blashill, L., Wegener, J., & Driezen, P. (2009). Web-based food behaviour questionnaire: validation with grades six to eight students. Canadian Journal of Dietetic Practice and Research, 70(4), 172-178.
Hardré, P., Davis, K., & Sullivan, D. (2008). Measuring teacher perceptions of the 866 “how” and “why” of student motivation. Educational Research and Evaluation, 14(2), 867 155–179. https://doi.org/10.1080/13803610801956689
He, M., Beynon, C., Bouck, M., St Onge, R., Stewart, S., Khoshaba, L., … & Chircoski, B. (2009). Impact evaluation of the Northern Fruit and Vegetable Pilot Programme–a cluster-randomised controlled trial. Public health nutrition, 12(11), 2199-2208.
Henry, C., Whiting, S., Finch, S., Zello, G., & Vatanparast, H. (2016). Impact of replacing regular chocolate milk with the reduced-sugar option on milk consumption in elementary schools in Saskatoon, Canada. Applied Physiology, Nutrition, and Metabolism, 41(5), 511-515.
Kropp, J., Abarca-Orozco, S., Israel, G., Diehl, D., Galindo-Gonzalez, S., Headrick, L., & Shelnutt, K. (2018). A plate waste evaluation of the farm to school program. Journal of Nutrition Education and Behaviour, 50(4), 332-339.
Marsh, S., Jiang, Y., Carter, K., & Wall, C. (2018). Evaluation of a free milk in schools program in New Zealand: effects on children’s milk consumption and Anthropometrics. Journal of school health, 88(8), 596-604.
Muthuswami, E. (2012). Feeding our future: the first-and second-year evaluation. Toronto District School Board. Toronto District School Board.
Ransome, K., Rusk, J., Yurkiw, M., & Field, C. (1998). A school milk promotion program increases milk consumption and improves the calcium and vitamin D intakes of elementary school students. Canadian Journal of Dietetic Practice and Research, 59(4), 190.
Saksvig, B., Gittelsohn, J., Harris, S., Hanley, A., Valente, T., & Zinman, B. (2005). A pilot school-based healthy eating and physical activity intervention improves diet, food knowledge, and self-efficacy for native Canadian children. The Journal of nutrition, 135(10), 2392-2398.
Skinner, K., Hanning, R., Metatawabin, J., Martin, I., & Tsuji, L. (2012). Impact of a school snack program on the dietary intake of grade six to ten First Nation students living in a remote community in northern Ontario, Canada. Rural and Remote Health, 12(3), 1-17.
Slater, J. (2022) FANLit Food literacy progression: A framework of food literacy development for children and youth from 2-18 years. https://www.fanlit.org/_files/ugd/1692f6_f774e06a4f9e487996c6e1f53a46c8fe.pdf
Reinaerts, E., de Nooijer, J., Candel, M., & de Vries, N. (2007). Increasing children’s fruit and vegetable consumption: distribution or a multicomponent programme?. Public health nutrition, 10(9), 939-947.
Taylor, J., Binns, D., Smith, H., Gallant, J., & Crozier, P. (2003). Evaluation of a fruit & vegetable pilot program for elementary school children in Prince Edward Island. Final report. Charlottetown (PE): Prince Edward Island: Healthy Eating Alliance.
Triador, L., Farmer, A., Maximova, K., Willows, N., & Kootenay, J. (2015). A school gardening and healthy snack program increased Aboriginal First Nations children’s preferences toward vegetables and fruit. Journal of nutrition education and behaviour, 47(2), 176-180.
Van Wye, G., Seoh, H., Adjoian, T., & Dowell, D. (2013). Evaluation of the New York City breakfast in the classroom program. American journal of public health, 103(10), e59-e64.
Wengreen, H., Madden, G., Aguilar, S., Smits, R., & Jones, B. (2013). Incentivizing children’s fruit and vegetable consumption: results of a United States pilot study of the Food Dudes Program. Journal of nutrition education and behaviour, 45(1), 54-59.
