Types of Evaluation.pdf

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Types of Evaluation
Once you’ve determined which program activities in your logic model should be evaluated, you can begin to identify the
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. It is usually conducted when a new program or activity is being developed or when an existing one
is being adapted or modified.
•
Process/implementation evaluation
determines whether program activities have been implemented as intended.
•
Outcome/effectiveness evaluation
measures program effects in the target population by assessing the progress in the
outcomes or outcome objectives that the program is to achieve.
•
Impact evaluation
assesses program effectiveness in achieving its ultimate goals.
Process Evaluation
determines whether program activities have been implemented as intended and resulted in certain
outputs. You may conduct process evaluation periodically throughout the life of your program and start by reviewing the
activities and output components of the logic model (i.e., the left side).
Results of a process evaluation will strengthen your ability to report on your program and use information to improve
future activities. It allows you to track program information related to Who, What, When and Where questions:
•
To whom did you direct program efforts?
•
What has your program done?
•
When did your program activities take place?
•
Where did your program activities take place?
•
What are the barriers/facilitators to implementation
of program activities?
Outcome Evaluation
measures program effects in the target population by assessing the progress in the outcomes that
the program is to address. To design an outcome evaluation, begin with a review of the outcome components of your logic
model (i.e., the right side).
Some questions you may address with an outcome evaluation include:
•
Were medical providers who received intensive STD training more likely to effectively counsel, screen and treat
patients than those who did not?
•
Did the implementation of STD counseling in community-based organizations result in changes in knowledge,
attitudes, and skills among the members of the target population?
•
Did the program have any unintended (beneficial or adverse) effects on the target population(s)?
•
Do the benefits of the STD activity justify a continued allocation of resources?
For more information and examples, see Step 3.1 in the Practical Use
of Program Evaluation among STD Programs manual.
http://www.cdc.gov/std/program/pupestd.htm
National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention
Division of STD Prevention
CS249668
Types and Uses of Evaluation
In order to plan the evaluation in accord with the most appropriate evaluation method, it is necessary to understand
the difference between evaluation types. There are a variety of evaluation designs, and the type of evaluation should
match the development level of the program or program activity appropriately. The program stage and scope will
determine the level of effort and the methods to be used.
Evaluation Types
Formative Evaluation
Evaluability Assessment
Needs Assessment
When to use
• During the development of a
new program.
• When an existing program is
being modified or is being used
in a new setting or with a new
population.
• As soon as program
implementation begins.
• During operation of an existing
program.
What it shows
• Whether the proposed program
elements are likely to be needed,
understood, and accepted by the
population you want to reach.
• The extent to which an evaluation
is possible, based on the goals and
objectives.
• How well the program is working.
• The extent to which the program is
being implemented as designed.
• Whether the program is accessible an
acceptable to its target population.
Why it is useful
• It allows for modifications to
be made to the plan before
full implementation begins.
• Maximizes the likelihood that
the program will succeed.
Process Evaluation
Program Monitoring
• Provides an early warning for
any problems that may occur.
• Allows programs to monitor
how well their program plans
and activities are working.
• Tells whether the program is
being effective in meeting it’s
objectives.
• Provides program managers
and funders a way to assess
cost relative to effects. “How
much bang for your buck.”
Outcome Evaluation
Objectives-Based
Evaluation
Economic Evaluation:
Cost Analysis,
Cost-Effectiveness Evaluation,
Cost-Benefit Analysis,
Cost-Utility Analysis
Impact Evaluation
• After the program has made
• The degree to which the program
contact with at least one person
is having an effect on the target
or group in the target population. population’s behaviors.
• At the beginning of a program.
• During the operation of an
existing program.
• What resources are being used in a
program and their costs (direct and
indirect) compared to outcomes.
• During the operation of an
existing program at appropriate
intervals.
• At the end of a program.
• The degree to which the program
• Provides evidence for use in
meets its ultimate goal on an overall
policy and funding decisions.
rate of STD transmission (how
much has program X decreased the
morbidity of an STD beyond the study
population).
It is important to note the usefulness of conducting process evaluation while you are implementing outcome
evaluation. If the outcome evaluation shows that the program did not produce the expected results, it may be due
to program implementation issues. Therefore, it is recommended that if you conduct outcome evaluation, you also
implement process evaluation.
TIP: Learn more about types of evaluations in the Program Operations Guidelines for STD Prevention
manual on program evaluation.
http://www.cdc.gov/std/program/ProgEvaluation.pdf
Types of Evaluation

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