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Step 3 - Identifying evaluation questions and information requirements . This includes identifying the questions to guide the evaluation and the information required to answer these questions. This often involves identifying performance criteria and indicators to use in the evaluation. Write a list of the questions that will guide the evaluation. As illustrated in Figure 1, a full evaluation process should examine four key questions: What happened? What can we do better? Was the activity successful? What have we learnt? These core questions guide the choice of more specifi c evaluation questions and appropriate data collection and analysis methods. What happened? The first question of an effective evaluation is: What happened? PROGRAM EVALUATION METHODS. As a second example of program rationale and alternatives issues, consider a. Rationale questions might focus on possible deficiencies in the current school system. Program Evaluation Tip Sheet: Constructing Survey Questions. Program Evaluation Tip Sheet: Constructing Survey Questions Author: CDC Subject: Program Evaluation Tip Sheet Keywords: Program Evaluation Tip Sheet Created Date. Get a basic guide to program evaluation in this topic from the Free Management Library. Consider the following key questions when designing a program evaluation. Contents of an Evaluation Report -- Example. How Do Program Planning and Evaluation Relate? Example 1 Evaluation plan filled in through STEP 1. Example 2 Complete evaluation plan example. INTRODUCTION TO PROGRAM EVALUATION. This is the open/exploratory component of a good evaluation. The answer to this question should paint a picture of the community engagement program from a range of perspectives. It should describe the process and outcomes of engagement. Examples of sub- questions under this heading include: What were the outcomes of the community engagement program? For example. Were there any changes to the participants’ perceptions, attitudes, knowledge, competence, skills, capacities or actions? Were there any changes to the relationships within the community, between different parts of government or between the community and government? What were the key outcomes of the program in terms of changes to government programs, policies or plans? Were these intended or unintended, positive or negative, temporary or sustained? What were the contextual factors that appeared to affect the process and outcomes of the community engagement program? What can we do better? This is the key question that guides the formative component of any evaluation. It takes the information about . This requires the development of performance criteria. Program organizers may add questions to the bottom of that evaluation form as desired. Tips for Program Evaluation Forms. Multiple choice example. Examples of sub- questions that might be explored under this heading include: How well is the activity progressing towards its targets and milestones? What has worked so far, and how can this be built on? What has not worked so far, and how can this be rectified? What appear to be (external or internal) barriers to the achievement of targets and can these be overcome? Tip: Choosing evaluation questions. Be realistic in what can be achieved It may be useful to start by brainstorming all the questions that would be interesting to address then identify the priority questions that can be addressed with the resources available. Think about your audience Consider what you determined were the information needs of your audience in Step 2. Consider what aspects of your program logic you would like to test In many cases, there is not much research evidence to support the assumptions that go into program logic models. Evaluation presents an important opportunity to test assumptions and build an evidence base of what works for whom, in what circumstances. For example you might ask. Did the short- term outcomes lead to the identified medium- term outcomes and which factors intervened in this process? If the activity was carried out according to the identified critical success factors, did this lead to the short- term outcomes identified? Were all the relevant external factors identified? Was the activity successful? The component of evaluation that people are most familiar with revolves around the question: Was the program successful? Often these questions are used to make a judgment about the performance of the program after it has finished, so that performance can be reported and/or decisions about future actions can be taken. However, the answers are also important for providing information that can help answer the question: ? This question focuses on the lessons that were learned from the experience of community engagement. This information is collected in order to build the knowledge and evidence base on community engagement. A key question under this heading is: What works, for whom, in what circumstances? Depending on the size of the program, an evaluation framework might also include a more in- depth research component, including specific data collection around key research questions. Examples of questions under this heading include: What critical factors contributed to the successes and challenges of the community engagement activity? What were the effects of. How easily and under what circumstances could the successes be replicated? Why did people participate (or choose not to participate) in the activity and what factors appeared to affect their style and intensity of involvement? What information did people use and fi nd most important in reaching their conclusions about the issue under consideration? What criteria were most important to the participants’ judgment about the fairness and success of the activity and the resulting decisions? Which types of community engagement feedback were seen as most useful by decision- makers? Example Scenario: The Koala Shire Enterprising Futures Program. Examples of evaluation questions. Examples of the types of evaluation questions that might be appropriate for evaluating the different community engagement activities in the Enterprising Futures Program include: Information provision. Did the information provision meet the practice principles for information provision articulated in the critical success factors (refer to example program logic on page 1. Did the information reach its target audience? What were the outcomes of the information provision in terms of increasing the target audiences’ awareness and knowledge of the program? Was the information provision effective in encouraging youth to get involved in the program? Was the information provision effective in recruiting volunteers into the program? What were the most successful aspects of the information provision and how can these be expanded on in future activities? What were the problems and how can these be rectified in future activities? Consultation. Did the consultation meet the practice principles for consultation articulated in the critical success factors (refer to example program logic on page 1. Did the consultation provide information that was useful to the project steering group in developing a project plan? For example, did it increase their understanding of the nature of the issues to be addressed and what solutions might be appropriate to the community? Did the consultation help identify volunteers for the program? What were the most successful aspects of the consultation process and how can these be expanded on in future activities? What were the problems and how can these be rectified in future activities? Collaborative process. Did the collaborative process meet the practice principles for collaborative processes articulated in the critical success factors (refer to example program logic on page 1. What were the outcomes of the collaborative process in terms of: changing the nature of relationships between the participating agencies and the community stakeholders? In what ways did the use of a collaborative process contribute to positive outcomes or provide barriers to achievement of positive outcomes in terms of the objectives of the overall Enterprising Futures program? Were there any unintended outcomes from the process? What were the factors that appeared to affect the collaborative process? Did any of these act as barriers and how might these be overcome? Identify the information required to answer the evaluation questions. After the evaluation questions have been identifi ed, it is necessary is to ask . Often this data is collected through surveys or record keeping (such as attendance or cost records for events). The next section will provide more information about performance criteria and indicators. Qualitative information associated with open- ended exploratory questions. This tends to be information in the form of stories or general perceptions. This data is generally collected through methods such as interviews, focus groups and observation. The strengths and weaknesses of the two types of information are summarised in Table 6 and examples are given in Table 7. Both types of information contribute to effective evaluation. An important part of deciding which type of information is most appropriate to any specifi c evaluation is to consider the purpose, audience and context for the evaluation (see adjacent Tip box). There are sometimes questions where there is no reliable information or information that can be provided in the timeframe available. For example, in many cases it is diffi cult to fi nd reliable and timely information about the longer- term . In these cases, the evaluation questions may need to be re- worded or discarded. Section 4 provides more information about evaluating the longer- term outcomes of community engagement. The strengths and weaknesses of different types of evaluation information Type of information. Strengths/ weaknesses. Quantitative information related to specific performance criteria and indicators+ Can have increased rigour (reliability) and standardisation of results for accurate reporting– Does not provide much information on unintended outcomes. Qualitative information associated with openended exploratory questions+ More detailed, ? Performance criteria provide standards by which the practice and outcomes of engagement can be judged. These standards are based on the objectives of the community engagement activity. These objectives can relate to: productivity or outputs (the . Evaluators use indicators to compare the current state or condition of something against an . Indicators are generally based on quantitative data. Some of these data are already in numerical form, for example the costs of an activity. Some rely on recording qualitative information as numerical data through the use of coding or scaling. A common example is questionnaires that ask respondents to indicate their response on a numerical scale. |
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