Development of a Tool for Food Literacy Assessment in Children (TFLAC)
Date of Original Version
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.
Publication Title, e.g., Journal
Journal of Nutrition Education and Behavior
Amin, Sarah A., Megan Lehnerd, Sean B. Cash, Christina D. Economos, and Jennifer M. Sacheck. "Development of a Tool for Food Literacy Assessment in Children (TFLAC)." Journal of Nutrition Education and Behavior 51, 3 (2019): 364-369. doi: 10.1016/j.jneb.2018.12.006.