Elements of an Assessment

The information that follows defines the elements of any assessment. Assessments are generally composed of six basic elements or activities:

1. Preparedness Planning

An accurate assessment depends on thorough planning, design, and preparation. Most information needs can be identified well in advance. The means of collecting the necessary data, and the selection of formats for collection and presentation of the information, should be established as part of an organization's predisaster planning.  Both the data required and the process most appropriate for its accurate and rapid collection can be identified and refined prior to the emergency. Proper design of sampling and survey methods can increase substantially the accuracy and usefulness of assessment data. Standard survey techniques, questionnaires, checklists, and procedures should be prepared to ensure that all areas are examined and that the information is reported using standard terminology and classifications. Also, consideration of local factors, social organization and hierarchies of power at this stage can help in formulating interview methods and identifying useful sources of information.

2. Survey and Data Collection

The gathering of the information must proceed rapidly and thoroughly. In an initial reconnaissance, surveyors should look for patterns and indicators of potential problems. Sources of all information should be identified.

3. Interpretation

Thorough analysis of the information gathered is critical. Those performing the analysis must be trained to detect and recognize trends and indicators of problems, to interpret the information, and to link the information to action programs.

4. Forecasting

Using the data that has been collected, the Assessment Team must construct estimates about how the situation might develop in the future so that contingency plans can be drawn up that will prepare for and mitigate negative impacts. Forecasting requires input from many specialists, especially persons who have had extensive experience in previous emergencies and who might be able to detect trends and provide insights as to what course an emergency might follow.

5. Reporting

When data analysis and forecasting are complete, it is necessary to report and disseminate the results in a format that enables managers to make decisions and formulate plans and projects. Essential information should be presented and structured so that the main patterns and trends are clear.

6. Monitoring

An assessment should not be seen as an end result in itself, but rather as one part of a continuing process of reevaluating the needs and the appropriateness of responses to the disaster situation. This is particularly true in long-term, complex disasters.

Data Collection

It is useful to distinguish between the terms "data" and "information": data is a collection of words, numbers, and other characters with a structure. Information is "useful data." Data becomes information when it is useful, meaningful, relevant, and understandable to particular people at particular times and places, and for particular purposes. Three other considerations are important in assessment data collection:

• The Need for Accuracy The information must agree with the reality it represents. The data on which it is based must be accurate.
• The Need for Timeliness and Adequate Frequency Information must be produced when it is wanted. The frequency of data collection and reporting must match the rate of change in the situation being assessed.
• The Question of Availability of and Access to Information Who should get what information? The way in which data is collected or the access to the data can affect the way it is routed, who it reaches, and where its flow may be blocked.  

Survey Subjects

In a simplified field assessment, nutritional status is usually measured only in children between the ages of 6 and 59 months.  Frequently, children in this age group will be the first to show signs of undernutrition.  They are generally highly vulnerable and in times of nutritional crisis may show increased morbidity and mortality.  Children under 6 months of age (or about 60 to 65 cm long if age is not known), apart from being more difficult to measure, are often still breast-fed and therefore satisfactory nourished.  The upper limit of 59 months corresponds to approximately 100 to 110 cm in height of the reference population.

Because children in many developing countries are significantly stunted, a sample with the 100 cm cut-off will often include many children over 5 years of age and a correspondingly smaller proportion of the younger and most vulnerable children below 2 years.  To maintain an adequate proportion of the younger children, it is recommended to use 100 cm as the cut off point.  At this stage, no distinction is made between sexes.

In food emergencies, older children, pregnant and lactating women, the elderly, and the disabled may also be considered high-risk groups.  They are generally not weighed and measured because there are no valid references for most of these groups.  Since the status of young children reflects that of the general population, relief measures should also be extended to the other vulnerable groups if not to the general population.  In many older children and adults affected, the Body Mass Index (BMI = kg/m2) can be used for an estimate in adults.