PRA-Manual Embracing Participitation tools-only.pdf - PACA

3.38 EMBRACING PARTICIPATION IN DEVELOPMENT: Wisdom from the Field
2.7 Ranking and scoring
This technique is most useful in analyzing preferences, prevalence and decisionmaking
processes. We can use ranking and scoring in any situation where
different options are to be weighed against different criteria. This technique
helps in analyzing the different options available or considered under one
subject, the criteria on the basis of which these are evaluated by the individual
or group, how each of these options fares against the selected criteria, and the
final choice of the participants.
The ranking and scoring technique not only helps in
understanding the different options available to the
individual or group on a particular subject/topic, but
also assists in eliciting criteria on the basis of which
choices are made. Together these help in determining
the important elements for future action and decisions.
This technique is particularly helpful for analyzing sexual
behavior and people’s attitudes, including topics like:
Part 3
A pair-wise ranking exercise where the men opted to use symbols instead of labeling
problems in Ki-Rwanda. Rwanda
~ sex partner preference;
~ contraceptive preference, and the prevalence of
their use;
~ prevalence of different STIs;
~ gender differences in sexual behavior;
~ differences in sexual behavior according to age
groups;
~ levels of sexual activity among different groups
of males and females;
~ analysis of problems faced by the different
groups; and
~ sources of information.
This analysis is best carried out in a group. It is the discussion among the
participants that clarifies why they evaluate options the way they do.
This technique can be used in a variety of different ways, ranging from a simple
ranking or scoring of various options available, to the more complex matrix
ranking or scoring analysis which evaluates all the available options against
each of the selected criteria. The choice of using ranking or scoring is best left
to the participants. This may seem difficult at first, more because of our (facilitators’)
own hesitation, but is very easy to introduce as we learn with practice.
The best way to handle this is to ask the participants themselves to decide the
way in which they would like to analyze the differences between the options.
The facilitator can help by suggesting the use of counters (stones, seeds, beans,
etc.) for enumerating the difference.
We can also use the pair-wise ranking technique, which evaluates options, by
considering them two at a time.