Types of Evaluation
...measure conditions relevant to the performance of projects and programs, such as macro-economic, social, or political conditions, critical assumptions of a CDCS, and the assumptions column of project Logical Frameworks.
The program evaluation process goes through four phases — planning, implementation, completion, and dissemination and reporting — that complement the phases of program development and implementation. Each phase has unique issues, methods, and procedures. In this section, each of the four phases ...
Evaluation Reporting: ... EVALUATION REPORTING: A GUIDE TO HELP ENSURE USE OF EVALUATION FINDINGS | 1 . ... reporting and dissemination plan u
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Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.
Impact evaluation assesses the changes that can be attributed to a particular intervention, such as a project, program or policy, both the intended ones, as well as ideally the unintended ones.
1.1. Main characteristics of monitoring, evaluation, and impact evaluation 2 1.2. How M&E can contribute to impact evaluation 6 2. How to build impact evaluation into M&E thinking and practices 7 2.1. Articulate the theory of change 7 2.2. Identify priorities for undertaking impact evaluation 10 2.3. Identify information/data needs 10 2.4.
types of evaluation you can conduct. What are the most common types of evaluation? There are several types of evaluations that can be conducted. Some of them include the following: • Formative evaluation ensures that a program or program activity is feasible, appropriate, and acceptable before it is fully implemented.
Outcome evaluations assess the effectiveness of a program in producing change. Process evaluations help stakeholders see how a program outcome or impact was achieved. Impact or outcome evaluations are undertaken when it is important to know whether and how well the objectives of a project or program were met.
Evaluation is a systematic process to understand what a program does and how well the program does it. Evaluation results can be used to maintain or improve program quality and to ensure that future planning can be more evidence-based. Evaluation constitutes part of an ongoing cycle of program planning, implementation, and improvement (Patton, 1987).
Taking process evaluation, a step further, it can also look at the processes of program, management and infrastructure together that is the capacity of an organization to deliver on its promised outcomes.
The RTI Implementer Series Module 2: Progress Monitoring focuses on the essential components of an RTI framework with a particular focus on progress monitoring. The module covers basic information on progress monitoring and a multi-step process for selecting progress monitoring tools.
Evaluation research became more sophisticated and began to go further than simple data gathering (Cronin 6). The subject of library evaluation also began to elicit increased interest and show increasing sophistication. In 1967 Crowley conducted one of the first unobtrusive testings of reference performance (Crowley; Weech and Goldher 306).
Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.
Monitoring and evaluation take place at different levels. The following box defines the common terms with examples. INPUTS The financial, human, and material resources used for the development intervention. Technical Expertise Equipment Funds ACTIVITIES Actions taken or work performed. Training workshops conducted OUTPUTS The products, capital goods, and services that result from a ...