Program evaluation
From IDWiki
Ten Steps
- Clarify what is to be evaluated: you need a clearly-defined goal or goals, population, strategies, activities, outputs, and outcomes
- Engage stakeholders, to build support
- Assess resources and evaluability
- Is it clear why you are doing an evaluation?
- Will it be useful?
- Is there buy-in from leadership?
- Are adequate resources available?
- Is the timing right?
- Determine your evaluation questions, involving as many stakeholders as possible
- Determine appropriate methods of measurement and procedures, using the most feasible and credible methods
- Develop and evaluation plant, identifying specific evaluation activities, tasks, roles, resource allocations, and deadline
- Collect the data, using data collection tools and procedures
- May need to pilot test the tools and procedures, and monitor collected data closely
- Process the data and analyze the results
- Interpret and disseminate the results
- Apply the evaluation findings
Logic Model
- See https://www.publichealthontario.ca/-/media/Documents/F/2016/focus-on-logic-model.pdf
- Formal way to design and plan an evaluation
- Can describe a program, initiative, policy, or organization
- Vary in specific components depending on the context
| Component | Description | Examples |
|---|---|---|
| Common Components | ||
| Goal | Overarching long-term outcome that you hope to achieve | To prevent diet-related health problems in adulthood |
| Inputs | The resources invested into the program or initiative | Staff, funding, time, materials, supplies |
| Activities | The specific things that the program or organisation will do | PSAs on the risk of STIs; workshops on healthy eating |
| Audience | The target population for the program; may be primary (the main population who receive the intervention) and secondary (other groups who are impacted) | A teacher-training course impacts teachers (primary audience) but also students (secondary audience) |
| Outputs | Things that are produced by the program (quantitative) | Number of PSAs run; number of workshops run |
| Outcomes | The changes expected; may be short-term, medium-term, or long-term | Increased awareness of STIs, decreased incidence of STIs; increased knowledge of health foods and proper food handling |
| Additional Components | ||
| Situation | The context that lead to the creation of the program | Increased incidence of gonorrhea in 14-24 year olds; increased obesity amongst teenagers |
| Assumptions | Underlying theories and beliefs about the program and its context which can influence the development of a program and which activities are implemented. Transparency around assumptions makes explicit the beliefs that underlie chosen actions. | Teenagers are interested in physical activity; young adults listen to the radio and will hear the PSAs |
| External Factors | Factors that impact the program but are beyond the control of program planners and overseers. Factors may be positive or negative and are likely to influence program success. | Cultural norms, political climate, social policies, environmental factors |
| Strategies | A broad approach or plan to facilitate change | The Ottawa Charter for Health Promotion identifies five strategies to consider when developing health promotion programs:
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