This document summarizes an educational plan evaluation presentation. The presentation defines plan evaluation, discusses the importance of evaluation, and outlines the key elements of an effective evaluation plan and process. This includes engaging stakeholders, describing the program, focusing the evaluation design, gathering credible evidence, justifying conclusions, and ensuring use and sharing lessons learned. It also discusses common issues in program evaluation like lack of funding, planning, readiness, and ineffective approaches. Finally, it identifies the criteria for evaluating educational plans, including relevance, coherence, effectiveness, efficiency, impact, and sustainability.
This document provides an overview of monitoring and evaluation concepts, processes, methods, and reporting. It defines key terms like monitoring, evaluation, logical framework, and indicators. It describes monitoring and evaluation cycles and steps in designing an M&E system including developing an M&E matrix. It discusses data collection methods, types of reports, and outlines for technical, popular, monitoring and evaluation reports. The goal is to develop a common understanding of monitoring and evaluation.
This document discusses evaluation in education administration. It provides definitions of evaluation and discusses the purposes and processes of evaluation. Evaluation is defined as systematically acquiring and assessing information to provide useful feedback. The purposes of evaluation include appraising instructional outcomes and improving programs. Evaluation processes involve establishing clear purposes and questions, collecting and analyzing both qualitative and quantitative data, and reporting findings. Formative and summative evaluation approaches are also outlined. In summary, evaluation ensures quality teaching and promotes professional learning by systematically gathering feedback.
This document provides an introduction to monitoring and evaluation for projects. It explains that monitoring and evaluation are important parts of the project development lifecycle, occurring during the monitor and evaluate stages. Monitoring involves systematically tracking a project's progress using indicators to ensure the project remains on track and identifies any issues. Evaluation assesses whether a project is achieving its intended objectives by examining outcomes and impacts. Both processes aim to improve efficiency, effectiveness and learning. Key aspects of developing and implementing strong monitoring and evaluation plans and processes are outlined.
Organizational Capacity-Building Series - Session 6: Program EvaluationINGENAES
This document summarizes a presentation on program evaluation for NGO partner organizations. It defines program evaluation as the systematic process of collecting and analyzing information about a program to make necessary decisions. There are two main types of evaluations: process evaluations, which verify proper implementation, and outcome evaluations, which assess a program's effectiveness and impact. The presentation outlines key steps for developing an evaluation plan, including determining the purpose and audience, identifying evaluation questions, choosing a methodology, collecting and analyzing data, and reporting findings. It also discusses important considerations like the appropriate evaluator and presents an activity for participants to develop strategies, outcomes, and discuss an evaluation plan for one of their program objectives.
The document provides an overview of key concepts for monitoring and evaluation (M&E) including vision, mission, goals and objectives, indicators, monitoring, evaluation tools and techniques, and the logical framework approach. It defines concepts such as vision, mission, goals, objectives, indicators, monitoring, formative and summative evaluation. It also describes common M&E tools like questionnaires, checklists, interviews, observations, and projects. Finally, it outlines the logical framework approach including its history, functions, and key elements of the logical framework matrix.
What is program evaluation lecture 100207 [compatibility mode]Jennifer Morrow
The document discusses what program evaluation is, including defining it as the systematic collection of information about program activities, characteristics, and outcomes to improve effectiveness and inform decision making. It also outlines the types and purposes of evaluation, how to prepare for and conduct an evaluation by developing a logic model and methodology, and important considerations around data collection, analysis, and ethics.
This document discusses planning, monitoring, and evaluating health services. It defines monitoring and evaluation as key functions to improve performance and determine whether programs are achieving their goals. Monitoring involves systematic observation of activities, while evaluation assesses achievement against criteria. Both use indicators and data collection to analyze inputs, processes, outputs, outcomes, and impacts. Evaluation can be conducted internally or externally. The evaluation process involves planning, method selection, data collection and analysis, reporting, and dissemination. Both qualitative and quantitative methods are used. The goal is to improve programs and determine their effectiveness, efficiency, and relevance in improving health.
The document provides an overview of the Logical Framework Approach (LFA) for project management. It discusses how the LFA establishes a framework to clearly connect all components of a project, including the goal, objectives, activities, results, and indicators. This leads to achievement of expected outcomes through a tight relationship between the different components. The LFA helps ensure all aspects of a proposal are logically aligned and interconnected.
This document provides an overview of monitoring and evaluation concepts, processes, methods, and reporting. It defines key terms like monitoring, evaluation, logical framework, and indicators. It describes monitoring and evaluation cycles and steps in designing an M&E system including developing an M&E matrix. It discusses data collection methods, types of reports, and outlines for technical, popular, monitoring and evaluation reports. The goal is to develop a common understanding of monitoring and evaluation.
This document discusses evaluation in education administration. It provides definitions of evaluation and discusses the purposes and processes of evaluation. Evaluation is defined as systematically acquiring and assessing information to provide useful feedback. The purposes of evaluation include appraising instructional outcomes and improving programs. Evaluation processes involve establishing clear purposes and questions, collecting and analyzing both qualitative and quantitative data, and reporting findings. Formative and summative evaluation approaches are also outlined. In summary, evaluation ensures quality teaching and promotes professional learning by systematically gathering feedback.
This document provides an introduction to monitoring and evaluation for projects. It explains that monitoring and evaluation are important parts of the project development lifecycle, occurring during the monitor and evaluate stages. Monitoring involves systematically tracking a project's progress using indicators to ensure the project remains on track and identifies any issues. Evaluation assesses whether a project is achieving its intended objectives by examining outcomes and impacts. Both processes aim to improve efficiency, effectiveness and learning. Key aspects of developing and implementing strong monitoring and evaluation plans and processes are outlined.
Organizational Capacity-Building Series - Session 6: Program EvaluationINGENAES
This document summarizes a presentation on program evaluation for NGO partner organizations. It defines program evaluation as the systematic process of collecting and analyzing information about a program to make necessary decisions. There are two main types of evaluations: process evaluations, which verify proper implementation, and outcome evaluations, which assess a program's effectiveness and impact. The presentation outlines key steps for developing an evaluation plan, including determining the purpose and audience, identifying evaluation questions, choosing a methodology, collecting and analyzing data, and reporting findings. It also discusses important considerations like the appropriate evaluator and presents an activity for participants to develop strategies, outcomes, and discuss an evaluation plan for one of their program objectives.
The document provides an overview of key concepts for monitoring and evaluation (M&E) including vision, mission, goals and objectives, indicators, monitoring, evaluation tools and techniques, and the logical framework approach. It defines concepts such as vision, mission, goals, objectives, indicators, monitoring, formative and summative evaluation. It also describes common M&E tools like questionnaires, checklists, interviews, observations, and projects. Finally, it outlines the logical framework approach including its history, functions, and key elements of the logical framework matrix.
What is program evaluation lecture 100207 [compatibility mode]Jennifer Morrow
The document discusses what program evaluation is, including defining it as the systematic collection of information about program activities, characteristics, and outcomes to improve effectiveness and inform decision making. It also outlines the types and purposes of evaluation, how to prepare for and conduct an evaluation by developing a logic model and methodology, and important considerations around data collection, analysis, and ethics.
This document discusses planning, monitoring, and evaluating health services. It defines monitoring and evaluation as key functions to improve performance and determine whether programs are achieving their goals. Monitoring involves systematic observation of activities, while evaluation assesses achievement against criteria. Both use indicators and data collection to analyze inputs, processes, outputs, outcomes, and impacts. Evaluation can be conducted internally or externally. The evaluation process involves planning, method selection, data collection and analysis, reporting, and dissemination. Both qualitative and quantitative methods are used. The goal is to improve programs and determine their effectiveness, efficiency, and relevance in improving health.
The document provides an overview of the Logical Framework Approach (LFA) for project management. It discusses how the LFA establishes a framework to clearly connect all components of a project, including the goal, objectives, activities, results, and indicators. This leads to achievement of expected outcomes through a tight relationship between the different components. The LFA helps ensure all aspects of a proposal are logically aligned and interconnected.
1. The document discusses the six components of curriculum evaluation: defining the purpose and scope, specifying evaluation questions, developing the evaluation design and data collection plan, collecting data, analyzing data and preparing a report, and using the evaluation report for program improvement.
2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
3. Critical aspects of data analysis to answer evaluation questions include interest, authenticity, appropriateness, organization, and technical quality.
The document provides guidance on conducting evaluations. It defines evaluation as the assessment of a project's level of achievement and impact. Evaluations are important for accountability, transparency, and learning. They focus on determining what worked and did not work in an intervention. The document outlines the key steps in managing an evaluation including developing an evaluation plan, collecting data, and reporting findings and lessons learned.
This document outlines the presentation on evaluating a national health programme. It discusses key topics like monitoring versus evaluation, the history and purpose of evaluation, different types of evaluation including formative, summative and participatory evaluation. The document details the evaluation process including planning evaluations, gathering baseline data, implementing evaluations and using evaluation results. It also covers standards for effective evaluation including ensuring the utility, feasibility, propriety and accuracy of evaluations. The overall summary is that the document provides an overview of best practices for conducting program evaluations of national health initiatives.
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
Community engagement - what constitutes successcontentli
This document discusses evaluating community engagement programs. It explains that evaluation involves systematically collecting information about a program's activities and outcomes to track progress, make judgements, and improve effectiveness. For community engagement specifically, evaluation can determine what worked well or not, if engagement met its objectives, and if it enhanced knowledge and decision-making. The document recommends clarifying a program's logic, outcomes, and purpose of evaluation with stakeholders. It also suggests establishing performance indicators and methods for collecting and analyzing information to both manage programs adaptively and use findings.
The document discusses program evaluation approaches for non-profits with limited budgets and timeframes. It outlines steps in the evaluation process including setting goals, developing a logic model, collecting and analyzing data, and using findings. Evaluations aim to set direction, expand impact, and ensure accountability. While limitations exist, evaluations seek to understand programs from stakeholders' perspectives in a credible, systematic way. The best uses of data are to inform future programming and demonstrate performance.
The document discusses monitoring, evaluation, indicators, and data quality in the context of management information systems (MIS). It provides definitions and explanations of key concepts:
Monitoring is the regular tracking of project inputs, activities, outputs, outcomes and impacts. Evaluation determines the relevance, effectiveness, efficiency and sustainability of a project. Good indicators for monitoring and evaluation should be useful, valid, reliable, and understandable. Both quantitative and qualitative data and methods can be used. Ensuring high quality data involves clear goals, training, checks and addressing errors. Together, monitoring, evaluation and quality data support effective project management through information systems.
Evaluation approaches presented by hari bhusalHari Bhushal
The document discusses evaluation approaches and methods. It defines evaluation as appraising the relevance, efficiency, effectiveness, impacts, and sustainability of plans, policies, programs and projects. Evaluations are used to draw lessons to improve future implementation and hold agencies accountable. The document then discusses different types of evaluations including formative, process, outcome and economic evaluations. It also outlines various evaluation approaches like appreciative inquiry, beneficiary assessment, case studies, contribution analysis, developmental evaluation, and participatory evaluation.
This document discusses evaluation principles, processes, components, and strategies for evaluating community health programs. It begins by defining evaluation and explaining that the community nurse evaluates community responses to health programs to measure progress towards goals and objectives. The evaluation process involves assessing implementation, short-term impacts, and long-term outcomes. Key components of evaluation include relevance, progress, cost-efficiency, effectiveness, and outcomes. The document then describes various evaluation strategies like case studies, surveys, experimental design, monitoring, and cost-benefit/cost-effectiveness analyses and how they can be useful for evaluation.
Evaluability Assessments and Choice of Evaluation MethodsDebbie_at_IDS
The document discusses evaluability assessments (EAs) and how they can inform the choice of evaluation methods. Key points:
- EAs examine a project's design, available information, and context to determine if and how an evaluation could be conducted. They help ensure evaluations are useful and feasible.
- Common EA steps include reviewing documentation, engaging stakeholders, and making recommendations about a project's logic, monitoring systems, and potential evaluation approaches.
- Choosing evaluation methods depends on the EA results as well as the evaluation's purpose, required credibility, complexity of the intervention, and available resources. Methods like experiments provide strong evidence of impact but are difficult to implement.
- EAs improve evaluation quality by engaging
This document discusses developing logic models to focus program evaluations. It defines logic models and their components, and provides an example logic model for an education program to prevent HIV infection. Logic models describe the resources, activities, outputs, and short- and long-term outcomes of a program, helping evaluators design focused evaluation questions. The document emphasizes engaging stakeholders in developing the logic model and determining the evaluation's purpose and questions.
This document summarizes chapters 1 and 2 of "The 2010 User-Friendly Handbook for Project Evaluation" by Joy Frechtling. It discusses the reasons for conducting evaluations, including allowing for improvement and providing unanticipated insights. It outlines two types of evaluations: formative evaluations provide ongoing feedback, while summative evaluations assess the overall success of a completed project. Formative evaluations include implementation evaluations to check that a project is proceeding as planned and progress evaluations to check that goals are being met. The document contrasts program and project evaluations.
Collaborative 2 ingrid margarita and sandraSandra Guevara
This document provides guidance on project evaluation. It discusses what project evaluation is, its importance in project design and implementation, additional benefits like project improvement and capacity building. It outlines the planning, data collection, analysis, and reporting process for evaluations. Key steps include examining issues and objectives, establishing a team, identifying the purpose, focusing on improvement, assessing outcomes and impacts, and creating a report to synthesize findings. The goal is to help determine what is and is not working to improve the project.
This guide has been produced for Our Place areas who are implementing their Operational Plans, to support you to explore the reasons and uses for evaluation, and why it might help to add value to your work. It explores the principles that underpin robust (but realistic) evaluation, presenting guidelines that you can use to inform the development of your own evaluation plan.
This document discusses evaluation of counseling programs. It states that evaluation is critical for program improvement and accountability. The purpose is to determine the value of the program and its activities to make decisions about the future. Evaluation measures process (delivery of services) and outcomes. It provides continuous feedback for improvement. Evaluation involves 8 steps and uses methods like surveys, case studies, and experiments to evaluate goals, delivery of services, and outcomes. The results are used to improve counseling programs.
This document provides the agenda for the eighth session of a learning collaborative. It includes time for team reports on successes, challenges, and recruitment updates. It also covers position offers, contracts, onboarding, licensing, credentialing, program evaluation, and accreditation preparation. The next session is scheduled for May 3rd. Action items include monthly reports, drafting contracts and agreements, and preparing questions for a precepting panel.
Formative, summative, and diagnostic evaluations are important strategies for curriculum development. Formative evaluation identifies problems early to allow corrective action, while summative evaluation occurs at the end of a project to assess its overall value. Diagnostic evaluation analyzes curriculum when content is updated or changed. Evaluations can be done by insiders like teachers and outsiders like consultants, with each having advantages and disadvantages. The best approach uses a combination of internal and external evaluators to increase the reliability and validity of results while encouraging stakeholder participation and ownership.
The document discusses project management, defining it as the application of knowledge and skills to meet project requirements through processes like planning, executing, and controlling. It outlines key aspects of project management including defining objectives, constraints, life cycles, and phases. The document also discusses evaluation and assessment as important parts of the project management process.
Evaluation of Guidance Program-Unit14.pptxshaziazamir1
The document discusses the evaluation of a school guidance program. It outlines the objectives of evaluating the program which include determining how well the program's aims have been achieved, identifying ineffective components, and adapting the program based on findings. The evaluation process involves defining goals, establishing criteria, collecting data on various aspects of the program, and arriving at conclusions. Issues with evaluating the program are identified as well, such as a lack of competent evaluators and proper evaluation tools. Remedies and follow-up services are also discussed to improve the guidance program.
CHAPTER 1- 0ctober 12,2021- Origin of the Universe.pptxwelfredoyu2
This document outlines key concepts about the Earth and the solar system. It discusses the content and performance standards for understanding the formation of the universe, solar system, and Earth's internal structure. The learning competencies cover explaining hypotheses of the universe's and solar system's origins, recognizing Earth's uniqueness, and describing the solar system's current advancements. Learners are expected to conduct surveys on possible geologic and weather hazards and understand the solar system's origins and Earth's subsystems.
The document discusses the differences between instructional methods and materials. Instructional methods refer to how information is taught, while materials include print and non-print resources used to deliver information. Effective materials should match learner and task characteristics, enhance learning without replacing the teacher, and impart accurate messages. A variety of material types are described, including written, demonstration, audiovisual, and computer-based resources. Selection involves considering the learner, task, available media, and evaluation criteria like readability and interactivity. Research shows visual reinforcement and distance learning can improve performance when materials complement instructional methods.
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1. The document discusses the six components of curriculum evaluation: defining the purpose and scope, specifying evaluation questions, developing the evaluation design and data collection plan, collecting data, analyzing data and preparing a report, and using the evaluation report for program improvement.
2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
3. Critical aspects of data analysis to answer evaluation questions include interest, authenticity, appropriateness, organization, and technical quality.
The document provides guidance on conducting evaluations. It defines evaluation as the assessment of a project's level of achievement and impact. Evaluations are important for accountability, transparency, and learning. They focus on determining what worked and did not work in an intervention. The document outlines the key steps in managing an evaluation including developing an evaluation plan, collecting data, and reporting findings and lessons learned.
This document outlines the presentation on evaluating a national health programme. It discusses key topics like monitoring versus evaluation, the history and purpose of evaluation, different types of evaluation including formative, summative and participatory evaluation. The document details the evaluation process including planning evaluations, gathering baseline data, implementing evaluations and using evaluation results. It also covers standards for effective evaluation including ensuring the utility, feasibility, propriety and accuracy of evaluations. The overall summary is that the document provides an overview of best practices for conducting program evaluations of national health initiatives.
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
Community engagement - what constitutes successcontentli
This document discusses evaluating community engagement programs. It explains that evaluation involves systematically collecting information about a program's activities and outcomes to track progress, make judgements, and improve effectiveness. For community engagement specifically, evaluation can determine what worked well or not, if engagement met its objectives, and if it enhanced knowledge and decision-making. The document recommends clarifying a program's logic, outcomes, and purpose of evaluation with stakeholders. It also suggests establishing performance indicators and methods for collecting and analyzing information to both manage programs adaptively and use findings.
The document discusses program evaluation approaches for non-profits with limited budgets and timeframes. It outlines steps in the evaluation process including setting goals, developing a logic model, collecting and analyzing data, and using findings. Evaluations aim to set direction, expand impact, and ensure accountability. While limitations exist, evaluations seek to understand programs from stakeholders' perspectives in a credible, systematic way. The best uses of data are to inform future programming and demonstrate performance.
The document discusses monitoring, evaluation, indicators, and data quality in the context of management information systems (MIS). It provides definitions and explanations of key concepts:
Monitoring is the regular tracking of project inputs, activities, outputs, outcomes and impacts. Evaluation determines the relevance, effectiveness, efficiency and sustainability of a project. Good indicators for monitoring and evaluation should be useful, valid, reliable, and understandable. Both quantitative and qualitative data and methods can be used. Ensuring high quality data involves clear goals, training, checks and addressing errors. Together, monitoring, evaluation and quality data support effective project management through information systems.
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The document discusses evaluation approaches and methods. It defines evaluation as appraising the relevance, efficiency, effectiveness, impacts, and sustainability of plans, policies, programs and projects. Evaluations are used to draw lessons to improve future implementation and hold agencies accountable. The document then discusses different types of evaluations including formative, process, outcome and economic evaluations. It also outlines various evaluation approaches like appreciative inquiry, beneficiary assessment, case studies, contribution analysis, developmental evaluation, and participatory evaluation.
This document discusses evaluation principles, processes, components, and strategies for evaluating community health programs. It begins by defining evaluation and explaining that the community nurse evaluates community responses to health programs to measure progress towards goals and objectives. The evaluation process involves assessing implementation, short-term impacts, and long-term outcomes. Key components of evaluation include relevance, progress, cost-efficiency, effectiveness, and outcomes. The document then describes various evaluation strategies like case studies, surveys, experimental design, monitoring, and cost-benefit/cost-effectiveness analyses and how they can be useful for evaluation.
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- EAs improve evaluation quality by engaging
This document discusses developing logic models to focus program evaluations. It defines logic models and their components, and provides an example logic model for an education program to prevent HIV infection. Logic models describe the resources, activities, outputs, and short- and long-term outcomes of a program, helping evaluators design focused evaluation questions. The document emphasizes engaging stakeholders in developing the logic model and determining the evaluation's purpose and questions.
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1. Plan Evaluation
(Educational Planning and Management)
ED 712
SAT/8:00 AM-12:00 PM
Prepared and Presented by
WELFREDO JR. L. YU,LPT,MA.ED
Student , DEV.ED.D
Presented to
EMILY C. ROSAL, DPA ,PH.D TM
Professor
UPV 07-14-18
2. Objectives:
• Define Plan Evaluation.
• Discuss the Importance of Evaluation.
• Discuss the Features of a Plan Evaluation Process.
• Discuss the Issues in Program Evaluation.
• Explain who are involved in Evaluation.
• Explain how is a Program Project Evaluation.
• Explain the Criteria for Evaluating Education Plan.
3. Plan Evaluation
•Evaluation is the systematic application of
scientific methods to assess the design,
implementation, improvement or outcomes of a
program (Rossi & Freeman, 1993; Short, Hennessy,
& Campbell, 1996).
4. Plan Evaluation
• An evaluation plan is a written document that describes how
you will monitor and evaluate your program, as well as how
you intend to use evaluation results for program improvement
and decision making.
•The evaluation plan clarifies how you will describe
the "What," the "How," and the "Why It Matters" for
your program.
5. Importance
of Evaluation
• It serves as a reference when questions arise about
priorities, supports requests for program and evaluation
funding, and informs new staff.
• Evaluation data enable the curriculum development, to
determine the effectiveness of new procedures, identify areas
where revision is needed.
• provides a systematic method to study a program, practice,
intervention, or initiative to understand how well it achieves
its goals.
6. Elements of an
Evaluation Plan
An evaluation plan should be an integral part of your overall
written plan for a quality reporting project. To support the
planning of an evaluation, this covers the following
topics:
Purpose of the Evaluation
Evaluation Questions
Evaluation Criteria
Timetable and Work Plan
Collecting Data for an Evaluation
Data Collection Methods To Answer Evaluation Questions
Data Collection Tools and Activities
Data Analysis
Reporting Evaluation Findings
7. Features of a plan
evaluation process
• The program evaluation process goes through
four phases:
— planning, implementation, completion, and
dissemination and reporting
— that complement the phases of program
development and implementation
8. Features of a plan
evaluation process
•Planning
-The relevant questions during evaluation
planning and implementation involve
determining the feasibility of the evaluation,
identifying stakeholders, and specifying short-
and long-term goals.
9. Features of a plan
evaluation process
•Implementation — Formative and Process
Evaluation
-Evaluation during a program’s implementation may
examine whether the program is successfully recruiting
and retaining its intended participants, using training
materials that meet standards for accuracy and clarity,
maintaining its projected timelines, coordinating
efficiently with other ongoing programs and activities,
and meeting applicable legal standards.
10. Features of a plan
evaluation process
•Completion — Summative, Outcome,
and Impact Evaluation
-evaluation may examine its immediate outcomes
or long-term impact or summarize its overall
performance, including, for example, its efficiency
and sustainability. A program’s outcome can be
defined as “the state of the target population or
the social conditions that a program is expected
to have changed,” (Rossi et al., 2004, p. 204).
11. Features of a plan
evaluation process
•Dissemination and Reporting
-one needs to develop a dissemination plan during
the planning stage of the evaluation. This plan
should include guidelines on who will present
results, which audiences will receive the results,
and who will be included as a coauthor/benefit on
manuscripts/evaluation plan and presentations.
12. Features of a plan
evaluation process
Evaluation is
construed as part of
a larger managerial
or administrative
process. Sometimes
this is referred to as
the planning-
evaluation cycle.
Source:https://conjointly.com/kb/planni
ng-evaluation-cycle/
13. Issues in Program
Evaluation
•Common Issues:
-common issues to evaluation program include:
• Lack of funding to plan for or carry out evaluation
activities or hire an independent evaluator.
• Lack of staff to support data collection and evaluation
activities.
• Limited time to carry out an evaluation.
14. Issues in Program
Evaluation
•Poor Planning
-Failing to plan for just about anything
usually results in poor outcomes, and the
same is true when you’re conducting an
evaluation.
15. Issues in Program
Evaluation
•Lack of Readiness
-If an evaluation isn’t seen as a priority there can
be a lack of buy-in from staff and stakeholders in
the evaluation process, which can result in limited
resources, uncooperative staff, and an absence
of understanding of why the evaluation is even
needed or valuable.
16. Issues in Program
Evaluation
•Ineffective Approaches
-If you don’t use the right data collection methods, you
don’t understand how to properly and correctly identify
data, you don’t have a thorough understanding of outputs
and outcomes and/or you don’t choose the right
evaluator for your project, then guess what? You won’t
have an effective or positive evaluation experience.
17. Issues in Program
Evaluation
•Bad Questions
-Deciding on the right questions to ask to get you the results you’re
looking for is a key element of the evaluation process. Asking the
wrong questions can derail a project. So, just what are ‘bad’
questions? Questions that are unclear, that use too much jargon, that
don’t take into account the audience, that are biased in any way, and
that don’t have a clear and understandable method for participants to
respond are all problems that will upend the evaluation process.
18. Issues in Program
Evaluation
•Bad Data
-If you ask bad questions, you’ll get bad responses. In
addition, if you don’t properly and cleanly input the data
you do get, if there is missing, messy or unorganized
data, then the results will also be messy and unorganized
and, ultimately, not useful.
19. Issues in Program
Evaluation
• Too much Data
-When it comes to collecting data, quality beats quantity in most
instances. More data does not necessarily equate with better data.
In fact, the opposite is often true. If you have mountains of data,
then you have mountains of data to manage and process, and that
takes time and resources that many programs just don’t have.
Additionally, if you collect a surplus of data it can lead to less
consistent information and less certainty and support for the goal of
the evaluation, which may just defeat the whole purpose.
20. Who are involve in
Evaluation?
Three principle groups of stakeholders are important to involve:
• People or organizations involved in program operations may
include community members, sponsors, collaborators, coalition
partners, funding officials, administrators, managers, and staff.
• There are several stakeholders with interest in the results of
curriculum evaluation that include parents, teachers, the
community, administrators, and curriculum publishers. One of
the easiest ways to conduct a curriculum evaluation is through use
of an evaluation model.
21. How is the Program
Project Evaluation?
•A program evaluation measures the
outcome of a program based on its student-
attainment goals, level of implementation, and
external factors such as budgetary constraints
and community support.
22. How is the Program
Project Evaluation?
•How do you evaluate
a program or a project?
23. How is the Program
Project Evaluation?
• A framework for program evaluation
1. Engage stakeholders.
2. Describe the program.
3. Focus the evaluation design.
4. Gather credible evidence.
5. Justify conclusions.
6. Ensure use and share lessons learned.
• Project Evaluation Steps. Regardless of when you choose to run a
project evaluation, the process always has four phases: planning,
implementation, completion and dissemination of reports.
24. Criteria for Evaluating
Educational Plan
•The OECD DAC Network on Development
Evaluation (EvalNet) has defined six evaluation
criteria:
– relevance, coherence, effectiveness,
efficiency, impact and sustainability
– and two principles for their use.
25. Criteria for Evaluating
Educational Plan
•These criteria provide a normative framework
used to determine the merit or worth of an
intervention (policy, strategy, programme,
project or activity). They serve as the basis
upon which evaluative judgements are made.
26. Criteria for Evaluating
Educational Plan
• Evaluation Criteria
1. RELEVANCE is the intervention
doing the right things?
2. COHERENCE how well does the
intervention fit?
3. EFFECTIVENESS is the intervention
achieving its objectives?
4. EFFICIENCY how well are resources
being used?
5. IMPACT what difference does the
intervention make?
6. SUSTAINABILITY will the benefits
last?
27. Criteria for Evaluating
Educational Plan
• Principle One
-The criteria should be applied thoughtfully to support high
quality, useful evaluation.
-They should be contextualized – understood in the context of
the individual evaluation, the intervention being evaluated, and
the stakeholders involved. The evaluation questions (what you
are trying to find out) and what you intend to do with the
answers, should inform how the criteria are specifically
interpreted and analyzed.
28. Criteria for Evaluating
Educational Plan
• Principle Two
-The use of the criteria depends on the purpose of the
evaluation. The criteria should not be applied mechanistically.
-Instead, they should be covered according to the needs of the
relevant stakeholders and the context of the evaluation. More
or less time and resources may be devoted to the evaluative
analysis for each criterion depending on the evaluation
purpose. Data availability, resource constraints, timing, and
methodological considerations may also influence how (and
whether) a particular criterion is covered.