Sarah A Amin1, Megan Lehnerd2, Sean B Cash3, Christina D Economos3, Jennifer M Sacheck4. 1. Department of Nutrition and Food Sciences, University of Rhode Island, Kingston, RI. Electronic address: sarah_amin@uri.edu. 2. Department of Food and Nutrition, Framingham State University, Framingham, MA. 3. Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy, Tufts University, Boston, MA. 4. Department of Exercise and Nutrition Sciences, Milken Institute School of Public Health, The George Washington University, Washington, DC.
Abstract
OBJECTIVE: Food literacy provides a framework for food-related knowledge, skills, and behaviors. The aim of this study was to develop a Tool for Food Literacy Assessment in Children (TFLAC), grades 4-5. METHODS: Development of the TFLAC consisted of 3 phases: (1) content validity using a 2-round modified Delphi panel (n = 16) and content validity ratios (CVR); (2) pilot-testing (n = 38); and (3) assessment of internal consistency and test-retest reliability (n = 706) using Cronbach α and intraclass correlation coefficients, respectively. Statistical significance was set at P < .05. RESULTS: Round 1 (CVR = 0.40) and 2 (CVR = 0.70) Delphi panel feedback and the pilot test informed modifications to the TFLAC question format, wording, and difficulty. Food literacy domain-specific Cronbach α values were acceptable (range, .80-.98) except for cooking knowledge (.63), and intraclass correlation coefficients were 0.64-0.70 (P < .001). CONCLUSIONS AND IMPLICATIONS: The TFLAC meets basic psychometric standards and may serve as a foundation for nutrition education intervention design and evaluation. Further testing with a broader geographic audience may be warranted.
OBJECTIVE: Food literacy provides a framework for food-related knowledge, skills, and behaviors. The aim of this study was to develop a Tool for Food Literacy Assessment in Children (TFLAC), grades 4-5. METHODS: Development of the TFLAC consisted of 3 phases: (1) content validity using a 2-round modified Delphi panel (n = 16) and content validity ratios (CVR); (2) pilot-testing (n = 38); and (3) assessment of internal consistency and test-retest reliability (n = 706) using Cronbach α and intraclass correlation coefficients, respectively. Statistical significance was set at P < .05. RESULTS: Round 1 (CVR = 0.40) and 2 (CVR = 0.70) Delphi panel feedback and the pilot test informed modifications to the TFLAC question format, wording, and difficulty. Food literacy domain-specific Cronbach α values were acceptable (range, .80-.98) except for cooking knowledge (.63), and intraclass correlation coefficients were 0.64-0.70 (P < .001). CONCLUSIONS AND IMPLICATIONS: The TFLAC meets basic psychometric standards and may serve as a foundation for nutrition education intervention design and evaluation. Further testing with a broader geographic audience may be warranted.
Authors: Karen L Vaughan; Janet E Cade; Marion M Hetherington; Jennie E Cockroft; Mirjam M Heinen; Holly Rippin; Charlotte E L Evans Journal: Trials Date: 2022-08-01 Impact factor: 2.728