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This Section: Monitor, Report, Evaluate, Improve (MREI)
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Monitor, Report, Evaluate to Improve (MREI) - Self Assessment Tools
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Self-assessment tools can be an excellent tool to support or motivate the improvement school health promotion or social development interventions, multi-intervention programs or multi-component approaches. Such tools are intended for use in formative assessments and improvement planning and should not act as substitutes for appropriate MREI systems. Most of the published tools focus on the school level but there are several examples of self-assessment tools for use by government ministries and local agencies/school boards. These tools can be used to assess a number of things, including system/organizational capacity, the status and reach of existing programs, current responses to health and social issues, policies and practices, the design of curricula, the nature of inter-agency, inter-professional partnerships, the quality of implementation and operational processes and more. Unfortunately, the uptake of most self-assessment tools in any jurisdictions has been minimal. This is likely because of inadequate time and funding resources as well as a disconnect between the questions asked in the self-assessment and access to reliable ongoing attention from decision-makers and higher levels within the systems.
This summary was developed from an ISHN project on Monitoring and Reporting that was done in cooperation with the International Union for Health Promotion and Education, with funding provided by the USA Centers for Disease Control & Prevention) This summary was first posted in June 2012 and revised in May 2021. Currently it has been posted as as a"revised edition" version. The following individuals or organizations have contributed to the development of this topic. Albert Lee, Christine Beyer, Nancy Hudson, Candace Currie, Vivian Barnekow and Doug McCall. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Self-assessment tools can be an excellent tool to support or motivate the improvement school health promotion or social development interventions, multi-intervention programs or multi-component approaches. Such tools are intended for use in formative assessments and improvement planning and should not act as substitutes for appropriate MREI systems. Most of the published tools focus on the school level but there are several examples of self-assessment tools for use by government ministries and local agencies/school boards. These tools can be used to assess a number of things, including system/organizational capacity, the status and reach of existing programs, current responses to health and social issues, policies and practices, the design of curricula, the nature of inter-agency, inter-professional partnerships, the quality of implementation and operational processes and more. Unfortunately, the uptake of most self-assessment tools in any jurisdictions has been minimal. This is likely because of inadequate time and funding resources as well as a disconnect between the questions asked in the self-assessment and access to reliable ongoing attention from decision-makers and higher levels within the systems.
Most tools provide a rubric style response format, asking participants to rate their particular activities in general subjective ways such as satisfactory or needs improvement. Effective self-assessment tools have a holistic design that recognizes that their particular focus needs to be connected to other aspects of the organization, school or context. High quality tools are based on an inclusive and consultative process with stakeholders, recognizing that the process is equally important to the eventual product. New technologies have made it possible to collect data, generate customized reports, post and compare results and should be used in appropriate ways. The use of self-assessment tools should be part of regular planning processes within the organization so that they do not become divorced from its daily operations and priorities. The important result from the use of self-assessment tools should be concerted action from the stakeholders based on data collected and analyzed during the process. There are several examples of self-assessment tools published by UN agencies and other global organizations. These include
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This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Come back to this page to post any comments or suggestions. Bibliography/Toolbox on
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