This document discusses the importance of evaluation and distinguishing between outputs and outcomes. It emphasizes that evaluation should start with having a clear plan about what difference a program aims to make. Only then can an evaluation determine if the program achieved its intended outcomes. The document urges readers to avoid confusing outputs with outcomes and provides the definitions that outputs are the activities or services provided, while outcomes are the changes and differences that result from those activities. It advises asking "So what?" to help clarify the intended outcome of a program or intervention.

1. Outcomes and
evaluation: So What?!

2. Part One: Getting Started
How do you
feel when
your hear the
word…
‘evaluation’?

3. Like this?

4. Or like this?

5. Let’s put it another way…
What is evaluation?

6. Is it this?
• Analysing data and
• Reporting findings

7. Or is it this?
Getting started
Collecting information
Analysing and reporting
Learn from your findings
Using
consultants

8. People who find evaluation
Usually think it starts at the end…

9. They leave it too late before asking
‘What are we
really trying to
find out?’

10. Evaluation starts with
having a clear plan
about
What you will do
and
The difference it will
make

11. Only then can you find out:
Did you do what you said you would do?
(Some people call this ‘monitoring’)
Did you make the difference you thought
you would make?
(Some people call this evaluation)

12. We could use
jargon to
complicate things.
It can’t be that
simple!
I know,
let’s talk
Evaluese!

13. Speaking Evaluese
If you want to talk to some funders, managers and evaluators it
helps to know the difference between
Inputs
Outputs
Outcomes
That’s
more
like it!

14. • Inputs are the resources you put in to do
the work: money, people, time, premises,
equipment.
• OutPUTs are the activities or services you
put on for your users.
• OutCOMEs are the changes and
differences that come out of your
activities.
The science bit (concentrate)

15. Everyone is talking about ‘outcomes’.
On the previous slide is the clearest and
most sensible definition you’ll find.
Did you spot it?
Outcomes
Outcomes
Outcomes
Outputs
?
Do I
mean
targets?

16. Spot the difference
• Tip:
• If you’re not sure if you’re looking at an
‘output’ or an ‘outcome’, ask…
Lots of people still confuse outputs (what you
do) and outcomes (the difference you make).

17. So What?

18. Give it a go!
• This year Evaluation Support Scotland ran
60 workshops throughout Scotland
So What?

19. Um…lots of people took part!
So What?
Look, I’m not being funny, but So What?
Maybe they hated it!

20. Oh no, they said they enjoyed it
Well, that is strange… but
So What?

21. Well, they learned stuff!
Outcome!

22. All of these statements about ESS
workshops were important.
But they weren’t all outcomes.
Asking ‘So What?’ helps you to be clear on
the change or difference you want to
make.

23. So…what’s this got to do
with evaluation?

24. Getting started with evaluation
means working out what you
need to ask questions about.
Example:
Knowing how many courses you ran (output) doesn’t help you
learn about what difference they made (outcome).

25. If you are clear on what to evaluate, you can
avoid the common pitfalls of
• Asking the wrong questions
• Collecting the wrong evidence
• Wasting precious time and money

26. For more information…
• See the Resources section of our website
• Find out more about out workshops
(people really do enjoy them!)

27. Contact us
Evaluation Support Scotland
5 Rose Street, Edinburgh
0131 243 2770
info@evaluationsupportscotland.org.uk