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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&'