As higher education prevention professionals, we know how important it is to evaluate and assess our prevention efforts, especially when it comes to our efforts to address alcohol and sexual assault. But, between juggling multiple roles and competing demands, too often this important effort ends up falling off our plates. EVERFI Senior Director of Impact and Education, Holly Rider-Milkovich shares new strategies for evaluating and assessing your prevention efforts when you’re short on time, resources, or both!

1. Evaluation and
Assessment for
Busy Preventionists
Holly Rider-Milkovich
Senior Director, Prevention Education
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4. Leverage Research, Insights, and Education to Drive Change
Product development based in
research, driven by partners
Measure impact, assess
learner needs/strengths, and
identify opportunities for
improvement
Experts and consultants
support prevention
best practice and
change management
EVERFI offers a comprehensive
catalog of prevention and compliance
modules for students, faculty, and staff
Sexual Assault Prevention
Diversity, Equity & Inclusion
Harassment & Discrimination
Prescription Drug Abuse
Alcohol Abuse Prevention
Digital
Learning
Expertise
& Research
Data
Insights
EVERFI Partnership

5. Presenter
Holly Rider-Milkovich
Senior Director of Prevention Education
at EVERFI.
Holly brings over two decades of experience in
campus and community sexual assault
prevention at the local, state, and national level
to her work at EVERFI.
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6. Evaluation and Assessment—
What’s the Difference?1
Assessment: Diagnostic,
Formative, Process,
Summative
2
3
4
It’s Not A Party til a Logic Model
Shows Up
Clutch Evaluation and
Assessment Resources
Our Time
Together

7. CRITICAL PROCESSES
POLICY
PROGRAMMING
A Framework for Prevention
The degree of system-wide buy-in, visible commitment, and
meaningful investment in effective prevention initiatives
The strategic, collaborative, and research informed translation of
resources (staff/budget) into effective polices and programs
The values and expectations of the institution and its community,
and the system of accountability to uphold and enforce them
The intentional development, multi-modal design, and targeted delivery of
prevention programs and messages that will maximize impact
INSTITUTIONALIZATION

8. Good friends, but haven’t seen each
other as much recently
Strictly professional--E & A are a
part of my work regularly
Acquaintances--good when we
connect, but we’re not besties
If I see E & A walk down my block, I
cross the street.
Audience Poll: What’s Your Relationship To
Evaluation and Assessment?
In my network, but we've not yet
had a chance to meet

9. Evaluation and
Assessment: What’s
The Difference?

10. A Few Distinctions. . .
Research Evaluation Assessment
Focused on increasing
knowledge in a field or
testing a hypothesis
“Conducted according to a set
of guidelines”; makes a
judgment; summative;
typically fixed in time
Non-judgmental
measure of program that
provides information to
improve future efforts;
diagnostic, formative and
summative;
Source: CDC

11. Assessment &
Evaluation Stages
• Diagnostic, Formative, Process, Summative

12. Diagnostic
Formative
Process
Summative
Assessment & Evaluation Is Ongoing
12
What does the person
already know?
What is the scope of the
problem?
Did I change KABBS?
Did I improve conditions?
How well is the program
working?
Are interventions being
delivered as designed
Will the program meet
community needs?
Is it feasible?

13. Diagnostic Assessment
Data sources to consider include:
• Data from on-line pre-course
assessments
• Campus Climate Surveys
• Confidential Crisis Line call aggregate
data
“It's so much easier to suggest
solutions when you don't know
too much about the problem.” -
Malcolm Forbes
• Hospitalization/ transport
records
• Conduct reports
• Diagnostic Inventories

14. Formative Evaluation
Formative evaluation ensures that a
program or program activity is
feasible, appropriate, and
acceptable before it is fully
implemented.
Source: CDC
Data sources to consider include:
• Key stakeholder interviews
• Focus groups with target population
• Prevention Pro Analysis

15. Establish a planning group
Conduct a needs assessment
What is the problem?
Individual determinants
Environmental determinants
Identify specific needs and target groups
Develop long-term behavioral objectives for the target group
Review prior intervention efforts (identify successes/challenges)
Assess community and group capacity
1
2
3
4
5
Formative Evaluation In Action

16. Process
Data sources to consider include:
• Participant data
• Program delivery /fidelity monitoring
• Trainer/staff focus groups
Process evaluations allow evaluators to
make the important distinction between
implementation failure and theory failure.
Source: Eyesite

17. 1
Make sure
everyone
knows why
fidelity matters
2
Review
checklist tool
with team
member being
observed
3
Provide
constructive
feedback to
team member
4
Pay attention to
success! What
worked well
and why?
5
Watch for
patterns of
concern;
opportunities
for early
intervention
Program Monitoring Considerations
17Source: http://www.episcenter.psu.edu/fidelity/more

18. Specific Is the goal defined clearly with no ambiguous language?
Measurable Can you track progress and measure the outcomes?
Attainable Is the goal reasonable enough to be accomplished?
Relevant
Is the goal worthwhile? Will accomplishing it meet your
needs?
Timely Is there a clearly established timeline for achieving the goal?
Summative Evaluation: SMART Goal-Setting

19. Knowledge The individual knows basic facts about the health issue and the behavioral alternative
Attitudes
& Beliefs
The individual has more positive than negative attitudes toward the behavioral alternative
Perceived
Outcomes
The individual believes that advantages of behavioral alternative outweigh disadvantages
Social Norms
The individual perceives more social (normative) pressure to perform the behavioral
alternative than not to do so
Personal
Norms
The individual perceives that performing the behavioral alternative is more consistent than
inconsistent with their own self-image or standards
Behavioral
Skills
The individual has the skills necessary to perform the behavioral alternative
Perceived
Behavioral
Control
The individual perceives that they have the capability to perform the behavioral alternative
at specific times and places, and there are no insurmountable environmental constraints
that make it impossible to act
Individual Determinants  Learning Objectives

20. Its Not A Party ‘Til A
Logic Model Shows Up. . .

21. What is a Logic Model?
INPUTS OUTCOMES
LOGIC : a reasonable way of making sense of something
+
MODEL : a representation or simplified version of something

22. Addressing
upstream and
downstream factors
associated with
perpetration.
PERPETRATION
Educating and
empowering
students to identify,
reduce, and react
to risk.
VICTIMIZATION
Creating a
community that
promotes safe,
healthy, positive
attitudes and
actions.
COMMUNITY
Instituting
comprehensive and
effective
disciplinary
systems and
processes.
POLICY&
ADJUDICATION
Offering
accessible and
accommodating
resources to ensure
survivors’ health and
wellness.
COUNSELING
&HEALTHCARE
Creating a
community that
speaks out against
violence and
supports survivors.
ADVOCACY
&SUPPORT
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What resources do we
have?
How are we going to
use our resources?
How are we going to
measure results?
Are we meeting our
goals and mission?

23. PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVE
Assessment
& Evaluation
What problem are we trying to
solve? Why does it matter?

24. PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What problem are we trying
to solve? Why does it
matter?
What are our goals?

25. How your
resources will be
utilized towards
prevention.
ACTIVITIES
The products and
deliverables based
on your activities.OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
How your
resources will be
utilized towards
response.
ACTIVITIES
The products and
deliverables based
on your activities.
OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVE
ASSESSMENT & EVALUATION
What problem are we trying
to solve? Why does it
matter?
What are our goals?
What outcomes need to
happen to meet our goals
and what activities will
produce them?

26. How your
resources will be
utilized towards
prevention.
ACTIVITIES
The products and
deliverables based
on your activities.OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
How your
resources will be
utilized towards
response.
ACTIVITIES
The products and
deliverables based
on your activities.
OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVE
ASSESSMENT & EVALUATION
What problem are we trying
to solve? Why does it
matter?
What are our goals?
What outcomes need to
happen to meet our goals
and what activities will
produce them?
What resources do we have?
What do we need?

27. Addressing
upstream and
downstream factors
associated with
perpetration.
PERPETRATION
Educating and
empowering
students to identify,
reduce, and react
to risk.
VICTIMIZATION
Creating a
community that
promotes safe,
healthy, positive
attitudes and
actions.
COMMUNITY
Instituting
comprehensive and
effective
disciplinary
systems and
processes.
POLICY&
ADJUDICATION
Offering
accessible and
accommodating
resources to ensure
survivors’ health and
wellness.
COUNSELING
&HEALTHCARE
Creating a
community that
speaks out against
violence and
supports survivors.
ADVOCACY
&SUPPORT
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVE
RESEARCH & EVALUATION
What problem are we trying to
solve? Why does it matter?
What are our goals?
What outcomes need to happen
to meet our goals and what
activities will produce them?
What resources do we have?
What do we need?

28. Clutch Evaluation &
Assessment Resources

29. https://www.nsvrc.org/prevention/evaluation-toolkit

30. https://vetoviolence.cdc.gov/apps/evaluaction/

31. ARE YOU A LEADING
PREVENTION
INSTITUTION?
Find out how you measure up against
best practice and the nation’s leading
institutions.
Complete the Campus Prevention
Network’s Sexual Assault Diagnostic
Inventory (SADI) and/or Alcohol
Diagnostic Inventory (ADI).
• Go to: https://everfi.com/networks/campus-prevention-network/
• Click the Join the Network Button

32. I'd be interested in more EVERFI
resources on evaluation and
assessment
A
I'd be interested in learning more
about EVERFI services related
evaluation and assessment
B
Want To Learn
More? Quick
Poll

33. Evaluation and
Assessment for
Busy Preventionists
Holly Rider-Milkovich
Senior Director, Prevention Education
Closed captioning available at: http://bit.ly/chasco-2