Objective To describe the development, test‐retest reliability, internal consistency, and convergent validity of the McKnight Risk Factor Survey‐III (MRFS‐III). The MRFS‐III was designed to assess a number of potential risk and protective factors for the development of disordered eating in preadolescent and adolescent girls. Method Several versions of the MRFS were pilot tested before the MRFS‐III was administered to a sample of 651 4th through 12th‐ grade girls to establish its psychometric properties. Results Most of the test‐retest reliability coefficients of individual items on the MRFS‐III were r >.40. Alpha coefficients for each risk and protective factor domain on the MRFS‐III were also computed. The majority of these coefficients were r >.60. High convergent validity coefficients were obtained for specific items on the MRFS‐III and measures of self‐esteem (Rosenberg Self‐Esteem Scale) and weight concerns (Weight Concerns Scale). Conclusions The test‐retest reliability, internal consistency, and convergent validity of the MRFS‐III suggest that it is a useful new instrument to assess potential risk and protective factors for the development of disordered eating in preadolescent and adolescent girls. © 1999 by John Wiley & Sons, Inc. Int J Eat Disord 25: 195–214, 1999.

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Developing a logic model is an essential first step in program evaluation. Our experience has been that there is little guidance to teach students how to develop a logic model that is true to its intended purpose of providing a clear visual representation of the underlying rationale that is not shrouded by including the elements of evaluation. We have developed a three-step approach that begins with developing the visual representation of the underlying rationale, central to which is the identification of Antecedent conditions. Step 2 ensures that program activities Target antecedent conditions, while Step 3 focuses on Measurement issues, depicting indicators and objectives for outcomes being included in the evaluation plan. We have coined this method of teaching the ATM approach. We hope that teachers of evaluation will find the ATM approach useful in the form presented here or at least stimulate thought as to how to adapt the approach to meet individual teaching needs.

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