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AN APPROACH TO EVALUATION
FOR SMALLER AND GRASSROOTSORGANIZATIONS
By Marcia Festen and Marianne Pi!"in
#it s$ecia! tan%s t& te
Pratt Ricards Gr&'$
(&r additi&na! s!ides and c&ntent
Level Best
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Learnin) O"*ecti+es
• Bec&,e ,&re (a,i!iar -it "asic $rinci$!es &(
e+a!'ati&n
• Learn an a$$r&ac tat -i!! ,a%e &n)&in)e+a!'ati&n easier
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O'r Disc'ssi&n T&day
. Based &n te $re,ises/ $rinci$!es andste$s &'t!ined in Level Best
. 01Ste$ Fra,e-&r%
. #&r%seet
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Te Ca!!en)e
2It is easy t& te!! i( y&' are s'cceedin)in "'siness3 y&' ,a%e ,&ney4In $i!antr&$y/ ,eas'rin) $er(&r,ance
can "e (iendis!y tric%y and ta%e a !&t !&n)er45
#arren B'((et2Te Ne- P&-ers In Gi+in)5
The Economist / 6'ne 7889
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Why Evaluate Your Program?
. To learn, plan and improve. Withlimited resources, you need to beas strategic as possible
. To better articulate the progress
you’re making toward your goals
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ut !irst"
Pick a card
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:&'r E;$erience
. #at
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A Fe- Basic Princi$!es
E+a!'ati&n "ec&,es !ess da'ntin) -eny&' %n&- tat>
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It
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De(initi&n &( E+a!'ati&n
E+a!'ati&n is te syste,atic $r&cess &(
as%in) @'esti&ns/ and ten c&!!ectin)in(&r,ati&n t& e!$ ans-er t&se @'esti&ns/in &rder t& i,$r&+e te -&r% &( y&'r&r)aniati&n/ and &(ten t&
tell the story of change4
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Si(t y&'r tin%in)
>(r&, $r&+e< t& i,$r&+e5
>(r&, *'d)e< t& !earn<
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>(r&, a(ter< t& "e(&re<
. Rater tan tin%in) &( e+a!'ati&n as tetest tat follows te -&r%/ "e)in t& tin% &(
e+a!'ati&n as te ,eas'res y&' $'t in$!ace beforehand t& e!$ y&' r'n y&'r$r&)ra,s4
.
H&- -i!! y&' e+a!'ate te -&r% y&'
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Many ,et&ds/ ,'c *ar)&n
Pr&cess e+a!'ati&n/ &'tc&,e e+a!'ati&n/
s',,ati+e/ (&r,ati+e/ $artici$at&ry/ L&)icM&de!/ @'asi1e;$eri,enta! desi)n etc4
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6'st start "y as%in)
. #at d& -e -ant t& %n&-=
which is generally:
ARE WE MAKING PROGRESS TOWARDSOUR GOALS=
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'ic% E;ercise
. 2I -is I %ne- -eter>5
4
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Level Best E+a!'ati&n Ste$s
1 Plann!ng>> -y-at y&' -i!! e+a!'ate
" As#!ng$$$ &ne1t-& %ey @'esti&ns y&' -antans-ered
% Trac#!ng$$ te acti+ities tat y&' c&nd'ct/ tesi)ns tat y&'
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Li,it it
. Rolling evaluation &'r ter, (&r an
e+a!'ati&n $r&cess -erein s,a!!er&r)aniati&ns c&&se &ne &r t-& @'esti&nst& as%/ &r areas $er year t& e+a!'ate/ and"'i!d e+a!'ati&n !earnin) year "y year/ &+er
ti,e4
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F&r E;a,$!e
2A!t&') -e are r'nnin) $r&)ra,s as $art &( &'rLeadersi$ De+e!&$,ent $r&*ect/ tis year -e -i!! (&c'se+a!'ati&n &n &'r Parent Trainin) Pr&)ra,4
2Te $'r$&se &( tis $artic'!ar e+a!'ati&n is t& e!$'s deter,ine -eter &r n&t t& in+est ,&re in 788 in tis$artic'!ar $r&)ra,45
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Ste$ P!annin)
. Identi(y a $r&*ect &r area y&'
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A+&id te BIGGEST Mista%e
Jn&- -at y&' -ant t& e+a!'ate=
First ste$ "e a"s&!'te!y c!ear &n its GOAL4
:&' cann&t e+a!'ate s&,etin) (&r -ic n&
)&a! as "een set K
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:&' can
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H&- te G&a! Sa$es te
E+a!'ati&n
E;a,$!e
2Te Jids #i!! Jee$ Teir R&&,s C!ean5
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F&r E+ery Pr&)ra,
( GOAL or DESIRED )*ANGE+
( Rat!onale+
( SIGNS O, SU))ESS -
We.ll agree /e.0e a2e 3rogress to/ar2s th!sgoal I,+
( STEPS to get 4s there+
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#&r%seet
. Fi!! in as -e )&
. Ta%e a ,&,ent n&- t& -&r% t&)eter t& (i!!in B&; B/ C/ D
. (&r n&-/ s%i$ A K
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SO111Re,ind E+ery&ne &( te PRO6ECT
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#y e+a!'ate this n&-=
. B&; D4 #rite d&-n &ne $'r$&se y&' c&'!d
i,a)ine a+in) (&r te $artic'!ar e+a!'ati&ny&' ,i)t c&nd'ct4
Worksheet
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M'st1Ha+e
A)ree,ent as t& te CONDITION tat y&'r
&r)aniati&n &r $r&)ra, is addressin) is y&'r y&'tteater $r&)ra, tryin) t& can)e %ids/ &r can)e !&ca!"&rin) teater=4 C!arity as t& te CHANGE y&' &$et& ,a%e4
The #uestion you ask will change depending
upon the condition you see yoursel$ addressing.
Worksheet
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%denti$ying the &condition'your program addresses
!or e(ample"
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M'st1a+e 7
A c!ear GOAL STATEMENT (&r any
$r&)ra, &r area y&' -ant t& e+a!'ate )&a!state,ent ty$ica!!y re(ers t& te e((ect y&'-ant t& a+e &n te c&nditi&n4
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Ste$ 7 As%in)
. Once y&' deter,ine te $'r$&se &( tee+a!'ati&n/ "rainst&r, -it y&'r tea, tree &r
(&'r @'esti&ns y&'
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Ty$es &( E+a!'ati&n 'esti&ns
. In Process E0al4at!on te )'idin) @'esti&ns (&c's &n te@'a!ity &( a $r&)ra,
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You do work .
When you evaluate how well you dowhat you do, it’s called aP)*+E E-/0T%*1.
&You'
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2Te,5
Your work has results4It in(!'ences -at $e&$!e d& &r "e!ie+e4
#en y&' e+a!'ate -at they d&/ it
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I,$act
Lots of work produces multiple outcomes
over time4
Tis e@'a!s IMPACT
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2Te&ry &( Can)e5
Te 2IF5 $art &( te state,ent &(ten re(ers t& -at y&'r&r)aniati&n -i!! d& $r&cess
te 2THEN5 re(ers t& -at y&' &$e -i!! a$$en as ares'!t &'tc&,e4 In s&,e circ!es/ tis is re(erred t& asy&'r 2Te&ry &( Can)e45
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S&44 are -e= did tey=
. I, -e &((er readin) t't&rs/ T*EN ,&re
$e&$!e -i!! "e a"!e t& read4
. I, -e ed'cate teens e((ecti+e!y a"&'tse;'a!!y trans,itted diseases/ T*EN
(e-er -i!! en)a)e in 'nsa(e $ractices4
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THEN…
Te&ry &( Can)e
IF we….
Which will
lead to…
Community
or Social
Change
Strategies Immediate Outcomes Intended IM!CT
"long-term#
Intermediate
Outcomes
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#at
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A!! (!&-s (r&, Te 'esti&n
. :&' ,'st as% a s$eci(ic @'esti&n -at y&'
trac%/ c&nsider and !earn is de$endent &nte @'esti&n y&' as%4
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:&' Can As%E+a!'ate Anytin)
2Are teacers "ene(ittin) (r&, te trainin) -e &((erte,= H&- d& -e %n&-=5
2D& +isit&rs !i%e &'r e;i"its= H&- d& -e %n&-=5
2Are -e ser+in) )ir!s as -e!! as -e ser+e "&ys
in tis $r&)ra,= H&- d& -e %n&-=5
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B't y&' ,'st as% s&,etin)K
. E+a!'ati&n is NOT a"&'t c&!!ectin) ,assi+ea,&'nts &( in(&r,ati&n/ and ten atte,$tin) t&s&rt tr&') it !ater t& see 2-at it says5
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Ste$ Trac%in)
. List t-& &r tree tin)s tat i( tey &cc'rred/ -&'!d "esi)ns &( $r&)ress/ e;a,$!es tat ,i)t s&- y&'
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Indicat&rs
#at in(&r,ati&n -&'!d te!! y&' i( y&'
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Pr&)ra, E;a,$!e
. Des!re2 O4tcoe O'r teater
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Or)aniati&na! E;a,$!e
. Des!re2 O4tcoe B&ard en)a)e,enti,$r&+es
. H&- -e!! %n&- -ere ,a%in) $r&)ress 81 8Q &(B&ard ,e,"ers -i!! c&ntri"'te 088&r ,&re in F:784
. H&- -e!! %n&- -ere ,a%in) $r&)ress 8" Eac@'arter!y B&ard ,eetin) -i!! a+e 0Q attendance &r"etter in F:784
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G&!den R'!e
In e+a!'ati&n -e -ant t& ,eas're
-at -e can c&ntr&!4
S&>
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2easure What %s in Y*0) +ontrol"
1ot everything that you want to achieve
in your program will be measurable.
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S4M4A4R4T4 Indicat&rs
. S$eci(ic
. Meas'ra"!e
. Attaina"!e. Re!e+ant
. Ti,e "&'nd
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#ic Indicat&rs t& Trac%
. Re(er "ac% t& te CONDITION y&'
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Use #at :&' Ha+e
. Tin% creati+e!y ? &- ,i)t y&' "e a"!e t& te!!tat y&' are acie+in) y&'r desired res'!ts=
. Cances are/ y&'
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Peer Feed"ac%
. V&!'nteers Sare y&'r @'esti&n
. C&!!ea)'es #at ,i)t y&'r c&!!ea)'e trac%in &rder t& ans-er tat @'esti&n=
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D&n
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S&'rces &( In(&r,ati&n
. A)ency Rec&rds
. 'esti&nnairesS'r+eys
. Inter+ie-s
. F&c's Gr&'$s
. Direct O"ser+ati&n
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#& D&es It=
An&ter )&&d reas&n t& a+e an E+a!'ati&n#&r%in) Gr&'$ is t& e!$ tin% tr&') tee+a!'ati&n i,$!e,entati&n4
#& is )&in) t&. C&!!ect data
. Enter it
. C&,$i!e it (&r re+ie-=
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Ste$ Learnin)
Instead &( tin%in) in ter,s &( data analysis/e!$('! t& tin% a"&'t data interpretation
You are looking for patterns and trends!
You are attempting to find correlation and not
causation
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#at did y&' !earn=
D& y&'r (indin)s s$ea%(&r te,se!+es=
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#at d&es &'r data te!! 's=
4 H&- s'ccess('! -ere -e in reacin) &'r
desired &'tc&,es)&a!s=74 #at ,i)t -e d& ne;t year t& i,$r&+e
&'r $r&)ra,sser+ices=
4 H&- ,i)t tese i,$r&+e,ents !ead t&
)reater i,$act in te ('t're=
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Ca!!en)es
And i( y&' d&n
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Ste$ 0 Usin)
P!') y&'r ne- %n&-!ed)e "ac% int& te cyc!eK
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Te E+a!'ati&n Cyc!e
Pr&)ra,
E+a!'ati&n
Pr&)ra,P!annin)
Pr&)ra,
I,$!e,entati&n
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Use E+a!'ati&n Res'!ts t&
. Ma%e :&'r Case
. P!an :&'r Ne;t M&+e
. Gain Pers$ecti+e
. Identi(y Res&'rces Needed
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D& NOT Use Res'!ts t&
. P'nis sta(( t&') e+a!'ati&n can identi(ysta((,ana)e,ent iss'es tat need t& "e addressed
. Distract (r&, &ter iss'es &r c&+er '$ a $r&"!e,
. S$end &+er "'d)et
. O+erc&n(ident!y dis,iss a!ternate +ie-s &r a$$r&aces4
. Pr&+e t& te -&r!d &- )&&d y&' are #i!e it
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#ere t& Use E+a!'ati&n Findin)s
Decisi&n1Ma%in)M&,ents
. Sta(( ,eetin)s
. B&ard ,eetin)s
. Ann'a! $!annin). Strate)ic $!annin). B'd)et $!annin)
how and Tell2oments
. Proposals3)eportto $unders
. nnual report
. oard meetings
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R&!!in) E+a!'ati&n
D&n
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Level Best E+a!'ati&n Ste$s
1 Plann!ng>> identi(yin) y&'r e+a!'ati&n )&a!s
" As#!ng$$$ &ne1t-& %ey @'esti&ns y&' -antans-ered
% Trac#!ng$$ te acti+ities tat y&' c&nd'ct/ tesi)ns tat y&'