On the seventh year of Nagcar lan-UP Manila Co1lege of Nursing partnership, students assigned in Nagcarlan, Laguna decided to conduct a study to determine the level of community competence of selected barangay s. The faculty and students developed a framework for evaluating community compelence built on Cottrell's eight dimensions using participalory approach. The framework reflected the different dimensions in the contex-t of the comnnmity organfain g process. This was discussed in a meeting with t J1e baranga y officials. [twas emphasized that unlike in past program evaluations, the fo1thcoming activity will seek the involvement of the people in measuring the extent of community competence related to specific programs that were implemented in the barangay. The people themselves were interested to know if there were concrete evidences of cbange as a result of the programs. Fo,· the community volunteer health workers, their concern isto develop a tool or a report form thattl1eyca n use to regularly monitor change outcome s in the community. Having realiz:ed that, t J1e community 's involvemen t in the evaluation of community competence began. The first stage was to develop evaluation tools that the community members, the community leaders or barangay offkia Js, and the health workers of tbe community can use to evaluate community compete nce on specific programs. Although there were existing tools or instruments that can be adapted based on studies and researches done in other countries, the students realized tl1at the indicators for each of the community competence dimensions do nol capture the community's own realities and experiences. 111Us, it was necessary to generate defmitions or indicators from the people's conte:1. 1:. In order to operationalize this, the students together,-. rith the selected barangay o(1icials; community volunteer health workers and com. munity represen tatives (they were composed mostly of the students' foster parents) did the following: 1. Operationalize the definition of each dimension of community competence in terms of knowledge, attitude and skills indicators; 2. Construct an evaluation tool that quantifies community responses to indicators of community competence; and 3. Detennine the validity and reliability of the evaluation tool as it measures the dimensions of community compet~mce. While the students did a literature search on the community compete nce indicators, a series of focus group discussio ns were conducted in the community to identify process indicators in each cotnmunity competence dimension i. n relation to the diffe1·ent community programs that were implemented. These programs include waste management, nutrition, healthy lifestyle, hypertension and livelihood projects. The process indicators were then translated into questionnaire s and observation checklists. Knowledge and attitude domains will be evaluated with a questionnaire atthehousehold level. Thus, communi ty members are the intended responde nts. The skill compone nt will be measured with an observation checklist and utilized al the ~purok" level. This is so because the program implementation was at the purok level. Evaluation using the observation checklist will be done by the community volunteer health workers and the barangay officials. The instruments were pre-teste d in a paral Jel community. Vague, unclear and ambiguous statements in the instruments were restated and/or modified. All the instruments on the five l1ealth and health-related programs were sent to content specialists (the Munic"ipal Health Officer, a public health nurse, facu. lty from College of Nursing and faculty from Cone. ge of Public Health) for content validation. Content validjty indices were calculated while interrater reliability was tested for observation checklists. The program evaluation tools were rated valid in terms of content. Using the 219 