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Program Evaluation- 10 Step model (1-6 Planning, 7 & 8 Implementation,…

- - - - requires special attention - they can be key sources of data about the program - also be program stakeholders who will guide or have input into the evaluation process
        Primary: Their health is addressed through the program. The goal often mentions this group.
        Secondary: They influence the primary population of interest
    - - 2 types of objectives: process and outcome. Process objectives, relate to activities. Outcome objectives are brief statements specifying the desired changes a health promotion program causes. Outcomes may also be called results, impacts or effects.
      - 4 components of outcome objectives who you want to change (audience);
        what you want to change in the audience (outcome); by how much; and by when.
        In other words, an outcome objective spells out how much of what should happen to whom by when.
      - Short-, medium ( health-related behaviours - knowledge/attitudes) and long-term ( changes in community condition) objectives create stepping stones to bring about sustainable changes.
        Well-crafted program objectives are SMART -
        Specific (clear and precise), Measurable (amenable to evaluation, data would be available and accessible, Appropriate (aligned with mandates and stakeholder expectations, theory and other evidence), Realistic (reasonable considering the resources and other circumstances), Time-limited (specific time frame
    - - clear end points, around which you can organize many strategies or activities. We can change the strategis and activities to achieve the goals, but goal will remain unchanged
        We will not evaluate the goals, However, knowing it can suggest the direction for evaluation questions.
    - - define and connect three areas:
        what you want to do (specific strategies and activities);
        what you aim to achieve (goals and outcome objectives); and
        what you’re working with to make that happen (available resources).
      - Strategy - broad approach to facilitating change - choose strategies based on activities they include, or intended results
        align with the health promotion and behaviour change theories
        for example - the Ottawa Charter for
        Health Promotion identifies five: 1) build healthy public policy; 2) create supportive environments; 3) strengthen community action; 4) develop personal skills; and 5) reorient health services.6 Other supplemental strategies include education, health communication and self-help
    - - Process objectives describe what the program activities generate
        how much of what you will do or produce, for whom by when.
        Process objectives are sometimes called outputs - the product that comes out of the activities you plan to undertake.
- - - - Purpose - learning/accountability
        Accountability - provide a report to your funder about the program’s effectiveness.
        inform community leaders about program results, so they can more effectively support it.
        discover whether the program is producing the desired progress on outcomes
        Learning The issue your program is trying to address, and the best strategies to address it.
        The operations of a program (including which activities take place, who conducts them & who they reach).
        Whether the activities are being implemented as planned.
        The strengths and weaknesses of your program, and areas for improvement
        Uses - read the pdf - different uses for various stakeholders
- - - - Logic model - Check if it's in the process stage or outcome stage
        Program stage of development - Recently started - resources can be used fro needs assessment or process evaluation
        Evaluation already completed - Initial - Situational assessment or logic model , later- outcome evaluation, if no needs assessment previously consider doing it
    - - Process Evaluation - is being implemented as planned
      - Outcome Evaluation - Need a baseline measurement - pre evaluation. Individual level - changes in knowledge, attitudes, skills and behaviours. Community level- neighbourhood
        participation, social cohesion and perceived control .
        may not, in itself, be responsible for an observed change - together with other influences the program may have contributed to the change
      - Needs Assessment -program planning or evaluation stage - Applications situational assessment, evaluating options to guide program design decisions, pre-testing materials, and usability testing
- - - - Ethical consideration - Canadian Evaluation Society ethical standards - consider participant informed consent; confidentiality and anonymity; and cultural sensitivity.
    - - consistency in data collection will enhance the validity of your results - need training and support
        Ask the collectors - clear about the collection process and adhere to the agreed-upon procedures
    - - determine the acceptability of the data collection tool;
        estimate the length of the data collection; and
        provide data collectors with an opportunity to practice
      - Pilot test your data collection tools.
        Check the consistency of an individual’s responses by asking similar questions more than
        once within your data collection tool.
        Collect data at different times and check the consistency of the answers.
        Check the data you gather for inconsistencies due to errors in observation, coding or data entry
      - 2 phases - First, ask a colleague to review the survey for flow and clarity
        (usually in the earlier stage of developing a survey or focus group/interview guide).
        Second, choose a small number of people from your population of interest to complete the survey & provide feedback