1. Crafting Your Project’s
Evaluation Plan
Presentation to Hands-on Proposal
Development Workshop
June 18, 2009
June 18, 2009
1

2. Agenda
•
•
•
•
•
•
Goals and Objectives
Evaluation Definition and Types
Writing Your Evaluation Plan
Data Analysis and Reporting
What Reviewers Look For
Publicizing Your Results
June 18, 2009
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3. Goals and Objectives
June 18, 2009
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4. Goals/Objectives
• The most important element of a
successful program is the development of
attainable goals and measurable
objectives
– Guides program planning and design
– Communicates to stakeholders
– Enables evaluation
• Success is dependent upon realistic goals
June 18, 2009
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5. Goals: Characteristics
• Describe the overall purpose of the
program
• Describe broad outcomes and concepts
(what we want to accomplish)
• Expressed in general terms.
June 18, 2009
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6. Goals: Development Steps
•
•
•
•
Research the topic (define needs)
Involve stakeholders (gains commitment)
Brainstorm goals
Select the goals that have priority (decide
on what matters)
• Limit the program to two-five goals (select
realistic goals)
June 18, 2009
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7. Goals: Samples
• The NLM databases will become an integral
component of the institution’s public health
department instruction
• The NLM databases will become a valuable
public health resource for senior citizens in
the community
• The project will identify the methods most
effective in increasing the utilization of the
NLM databases
June 18, 2009
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8. Objectives
• Specifically state how the goals will be
achieved
• Are measurable: Define what you want to
see
• Encourage a consistent focus on program
functions
June 18, 2009
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9. Objectives Are Not…
Tasks
• Conducting a training session is a task.
– Poor objective: We will conduct a training
session
• An effective objective defines intent
– Better objective: Faculty that attend the training
session will create one or more activities to
instruct students on the NLM database
June 18, 2009
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10. How to be SMART
June 18, 2009
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11. SMART Objectives
• Specific: Be precise about what you are
going to achieve
• Measurable: Quantify the objectives
• Appropriate: Align with the needs of the
target audience
• Realistic: Do you have the resources to
make the objective happen?
• Time-Specific: State when you will achieve
the objective
June 18, 2009
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12. SMART: Specific Objectives
Specific: Be precise about what you are going to
achieve
–
–
–
–
–
–
Specify target
Specify intended output
One output per objective
Avoid vague verbs (e.g. know, understand)
Make sure the objective is linked to the goal
Sample: By January 2010, all students in the Public Health
course will utilize one or more NLM resources in their final
project
June 18, 2009
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12

13. S
MART: Measurable Objectives
Measurable: Quantify the objectives
– Use measures as indicators of program success
– If possible, establish a baseline (e.g. In January 2009, 5% of
the public health majors utilized NLM resources in their final
project)
– Sample: By January 2010, all students in the Public Health
course will utilize one or more NLM resources in their final
project
June 18, 2009
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14. ART: Appropriate Objectives
SM
Appropriate: Align with the needs of the target audience
–
–
–
–
Meeting the objective will advance the goal
Identify a specific target audience
Are inclusive of diversity within your group
Sample: By January 2010, all students in the Public Health
course will utilize one or more NLM resources in their final
project
– Note: The “A” is sometimes called “Attainable” or
“Achievable” in the literature.
June 18, 2009
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14

15. SMA
RT: Realistic Objectives
Realistic : Do you have the resources to make
the objective happen?
–
–
–
–
Are important to stakeholders
Are adequately resourced
Can be achieved
Sample: By January 2010, all students in the
Public Health course will utilize one or more NLM
resources in their final project
Take care on what you say you can do! Is it
realistic for all (100%) students to utilize NLM
resources in their final project?
June 18, 2009
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16. T: Time-Specific Objectives
SMAR
Time-Specific: State when you will achieve the objective
– Provide timeframe indicating when objective will be met
– Sample: By January 2010, all students in the Public Health
course will utilize one or more NLM resources in their final
project
June 18, 2009
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17. Goals and Objectives
Objective One
Goal
Objective Two
Objective Three
Maintain a clear connection between your goals and objectives.
By maintaining this connection, you are articulating your theory of
goal attainment.
June 18, 2009
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18. Goals and Objectives
Final Note:
– The Goals and Objectives communicate your intended
results
– Know your story. When stakeholders want to know what
your program will do, connect all of your activities to your
goals and objectives
– Have an elevator speech
June 18, 2009
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19. SMART Tool
June 18, 2009
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20. SMART Tool
Goal: The National Library of Medicine’s databases will become an
integral component of the institution’s public health department
instruction
Objective
By January 2010, all students in the Public Health course will utilize one
or more NLM resources in their final project
Verb
Breakdown
Objective
Metric
Population
Object
Baseline
Measure
Goal
Measure
Timeframe
utilize
number
Public
Health
Students
NLM
Resource
--
all
January
2010
By January 2010, at least 10 public health courses from a baseline of zero
courses will apply an NLM database in course instruction
Verb
Breakdown
June 18, 2009
Metric
Population
Object
Baseline
Measure
Goal
Measure
Timeframe
apply
Number
Public
Health
Courses
NLM
databases
0
10
January
2010
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21. SMART Benefits and Costs
June 18, 2009
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22. Benefits
•
•
•
•
Facilitates communication with program stakeholders
Informs on what data should be collected
Enables effective program management
Facilitates the linkage of activities and intended
effects/goals
• Enables a focus on evaluation
– Process level (activities)
– Output level
– Outcome level
• Facilitates replication
June 18, 2009
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22

23. Costs and Limitations
• Impression that creativity is limited
• Time-consuming
• GI/GO
• Encourages too great a focus on discrete
measures
June 18, 2009
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24. Comment on Metrics
• A well-written objective suggests the metric(s)
• Example:
– By January 2010, all students in the Public Health
Class will complete a project that uses one or more
NLM resources
• Metrics:
– Total number of students
– Total number that use an NLM resource in their
project
• While this may appear obvious, this is an area
where programs often fail.
June 18, 2009
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25. Evaluation: Definitions and
Types
June 18, 2009
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26. Evaluation
What is it? Why do I HAVE to do it??
We will:
– Define Evaluation
– Introduce Evaluation Types
– Review Why Evaluation is Important
June 18, 2009
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27. Evaluation
What is it?
Evaluation…
– Assesses program achievements or progress
– Enables a data-based judgment on program
quality
– Enables the program to build on strengths and
minimize challenges
June 18, 2009
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28. Evaluation
What kinds are there?
– Monitoring: Keeping track of what the program is
doing
– Formative: Progress towards meeting goals and
objectives
– Summative: Documents what goals have been
met
June 18, 2009
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29. Evaluation
Why do I have to evaluate?
– Provides systematic information to
continually improve your program
– When people ask if you have met your
goals, you need to be able to say, “yes,”
“no,” or “maybe.” Your answer should
not be “I don’t know.”
June 18, 2009
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30. Evaluation Types
1. Process Monitoring
2. Formative evaluation
3. Summative evaluation
•
•
Outputs
Outcomes
June 18, 2009
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31. Process Monitoring
What are we doing?
– This evaluation type is a continuous activity
• Is the data being captured in an organized fashion?
• Is the program collecting the type of information that is
needed for final reports and evaluations?
Tip: The answers should be at the tip of your
fingers!
June 18, 2009
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32. Formative Evaluation
Are we making progress towards meeting
our goals? Are mid-course corrections
needed?
– Occurs during program operation
• Is the program maintaining a focus on its planned
activities?
• Does the monitoring data give evidence that goals and
objectives will be met?
• What steps need to be taken to continue progress or
are adjustments needed?
• If adjustments are needed, have all stakeholders been
informed?
June 18, 2009
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33. Summative Evaluation
What impact did we have? What
were our Outputs and Outcomes
– Occurs at conclusion of program
•
•
•
•
What were our program outputs?
What were our program outcomes?
Did we achieve our goals and objectives?
What improvements can be made to make the
program stronger?
June 18, 2009
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34. Summative Evaluation
What are outputs and outcomes?
– Outputs are the program results that can be quantified
(e.g. the number of training sessions, the number of
participants in the training sessions)
– Outcomes are the goals of the program that typically
need a more in depth evaluation (e.g. How do senior
citizens utilize the NLM databases?)
Reminder: your program outputs and outcomes
are specifically related to your program goals and
objectives
June 18, 2009
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35. Writing Your Evaluation Plan
June 18, 2009
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36. Evaluation Plan
• Think about and plan for how you will do
evaluation now.
• If you don’t think about evaluation now, you
may miss important opportunities to collect
data that could improve your program.
June 18, 2009
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37. Evaluation Plan Components
Your Evaluation Plan Should Have these
Components:
– Evaluation Questions
– Methodology
• Process Monitoring: Outputs
• Formative Evaluation: Progress towards meeting
outputs and outcomes
• Summative Evaluation: Outcomes
June 18, 2009
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38. Evaluation Questions
Similar to how goals and objectives guide
program development, Evaluation Questions
guide program assessment and evaluation.
We will review:
– Definition
– Development
June 18, 2009
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39. Evaluation Questions
What are they?
– A good evaluation question specifically outlines
what is being assessed and suggests the data
needed
– Evaluation question types reflect the program stage
(i.e. formative, summative)
• Formative: What are the best media channels to reach the
target audience about NLM resources?
• Summative: How effective are select media channels in
reaching our target audience?
June 18, 2009
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40. Evaluation Questions
How do I develop evaluation questions?
– The first step is to refer back to the SMART objectives. If
the objectives reflect what the program was trying to do,
the evaluation should assess this
– The second step is to form the questions
• Objective: By January 2010, ten courses will utilize NLM
resources in their classes
– Evaluation Question One: How many courses are utilizing NLM
resources?
– Evaluation Question Two: What do faculty identify as factors in
their decisions to utilize NLM resources?
– Evaluation Question Three: How do faculty utilize NLM resources?
– The third step is to re-evaluate the questions. Are these
the kind of questions needed to inform on program
success?
June 18, 2009
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41. Evaluation Plan
I have evaluation questions… what do I do
now?
– Develop a methodology
– What data and data sources will you need?
• Develop an evaluation crosswalk
• How will you analyze the data?
• Can you do it or do you need help?
– How will you report the results?
June 18, 2009
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42. Evaluation Plan
Methodology
• Outline your steps by Evaluation Stage
– Process Monitoring: In the first month of
the grant, an Excel spreadsheet will be
created to track all project activities
– Summative Evaluation: In the first month
of the grant, all surveys will be created
and tested.
June 18, 2009
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43. Evaluation Plan
• An evaluation crosswalk defines
what data sources will be used to
inform on the evaluation question.
Course Syllabi
How many courses
are utilizing NLM
resources?
What do faculty
identify as factors
in their decisions to
utilize NLM
resources?
How do faculty
utilize NLM
resources?
June 18, 2009
Faculty
Interviews
√
Faculty
Survey
Student Surveys
√
√
√
√
√
Do not reproduce without permission
√
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44. Data Analysis and Reporting
June 18, 2009
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45. Data Analysis
I have data… what do I do now?
We will review
– Data types
– Analysis
June 18, 2009
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46. Data Analysis
Data Types: Quantitative Data
– Measurable and tangible
– Involves the counting of people, behaviors,
conditions, or other events
– Enables the use of statistics to answer
questions
June 18, 2009
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46

47. Data Analysis
Steps
– Understand your data!
• Be able to explain what the numbers mean
– Organize the data
• Enter the data in a program like Excel or SPSS. (Learn
how to use the pivot table function in Excel!)
– “Clean” the data
• Look at the data. Are there data entry mistakes? Does
something look odd? Check and fix mistakes!
– Compile the data
• Summarize the data in tables or graphs
June 18, 2009
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48. Data Analysis
Tips
– Make it simple! It is not effective when no
one understands your results
– Increase the white space! Graphs and
tables are effective communicators
– When the number of people is less than
30, report numbers.
June 18, 2009
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49. Data Analysis
Data Types: Qualitative Data
– Data is rich in detail and description
– Text or narrative format
– Examples: interviews, case studies, focus
groups, or document review.
June 18, 2009
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50. Data Analysis
Steps
– Organize the data
• Enter data into a program like Excel
– “Clean” the data
• Read the data. Correct data entry errors. (Caution: Do
not change the wording of what was recorded)
– Label/Code the data
• Give each group of data a label/code. Iterative process
to finalize the labels/codes
– Compile the data
• Group like labels/codes together to see what the data is
telling you.
June 18, 2009
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51. Data Analysis
Tips
– Maintain objectivity. Recognize and limit your
biases
– Where possible, quantify the qualitative data
(e.g. 25 people said something was important)
– Visuals can help readers understand qualitative
data
June 18, 2009
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52. Data Analysis
Overall Tips
– Remember: The data is used to answer the
evaluation questions
– Quantitative data and qualitative data can be
used to support one another
– When possible, have others look at your
analysis
June 18, 2009
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52

53. Reporting
Tell your story!
– Report Sections
– Tips
– Understand Required Reporting
June 18, 2009
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54. Reporting
Report Sections
– Program Background: What are the
program goals and objectives
– Program Activities: What did you do? Be
specific. Include dates, number of
activities, activity types, etc.
– Methodology: State how you are
evaluating program effectiveness.
June 18, 2009
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55. Reporting
Report Sections
– Results: List the results from your data collection
instruments
– Analysis/Conclusions: What do the results
mean? Was the program successful? Were
there things that could have been improved
– Next Steps: How will you use these results to
keep the program growing?
June 18, 2009
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56. Reporting
Tips
– You are doing important things. Do not brag but
do not minimize your accomplishments
– Be honest… if the data indicates something did
not go well, state this
– All conclusions on strengths and weaknesses
should be linked to the data
– Know your audience: customize your report to
who you talk to
– Do not extrapolate past the data
June 18, 2009
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57. Reporting
Required Reporting
– Funders often have reporting requirements
– Request that the funder defines data that will be
required
– Incorporate this data collection into your
process monitoring
June 18, 2009
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58. Sample Evaluation Plan
June 18, 2009
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59. Sample Evaluation Plan
The project has thre e evaluation questions:
1. H ow many course s are utilizing N LM resources?
2. W hat do facu lty identify as factors in their decision s to utilize NLM resources?
3. H ow do faculty utilize NLM resources?
The crosswalk below disp la ys the data sources fo r ea ch evaluation que stion .
Course Syllab i
Ho w many cour se s
are u tilizing NLM
r eso u rces?
Wh at d o facult y
id en ti fy as fact ors
in their deci sio ns to
uti lize NLM
r eso u rces?
Ho w do facu lty
uti lize NLM
r eso u rces?
Faculty
Interv iews
v
Faculty
Survey
Stu dent Surveys
v
v
v
v
v
v
The evaluation comp onents are Process Monito ring, Formative Evaluation, and
Summative Evaluation.
June 18, 2009
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60. Sample Evaluation Plan
Process Monitorin g
An Exce l workbook will b e created to tra ck the follo win g activities:
•
•
•
•
Χουρ σ υτιλ
σε
ιζινγ Ν ΛΜ ρε σουρ σ βψ σε µ ε στε ρ
χε
Τρ
αινινγ σε σσιονσ χονδυχτε δ
Νυµ βε ρ οφ π αρτιχιπ αντσ πε ρ τρ
αινινγ σε σσιον βψ τψπε (φαχυλ στυδε ντσ)
τψ,
Ηοω αχτιϖ σ ωε ρ ε ϖ υατε δ
ιτιε
ε αλ
Τηε Πρ
ινχιπαλΙνϖ στιγ ατορ ωιλ βε ρ σπ ονσιβλ φ ε ντε ρ ανδ µ αινταινινγ τηε δατα.
ε
λ
ε
ε ορ
ινγ
Τρ
αχκινγ τηισ ινφορµ ατιον ωιλ προϖιδ ε τηε προγ ρ
λ
αµ µ αναγ ε ρ ωιτη α χο µ πρε ηε νσιϖ
σ
ε
λ
ιστιν γ οφ π ρ ρ
ογ αµ αχτιϖιτιε σ ανδ παρτιχιπαντσ. Τηε Εξχε λωορκβοο κ ω ιλ βε χρ ατε δ τηε
λ
ε
φιρ µ οντη οφ τηε προγ ρ .
στ
αµ
Φορ ατιϖε Ε ϖαλ
µ
υατιον
Το ε ϖ υατε π ρογ ρ
αλ
αµ στατυσ, τηε ΠρινχιπαλΙνϖε στιγ ατορ ωιλ χρε ατε α Προϕ χτ Αχτιϖ
λ
ε
ιτψ
Χηε χκλ τηατ λ
ιστ
ιστσ αλ αχτιϖ σ. Ο ν α θυαρτε ρ ψ βασισ, ε αχη π ρ ε χτ τε αµ µ ε µ βε ρ ωιλ
λ
ιτιε
λ
οϕ
λ
ινδε πε ν δε ντλ ρ
ψ ατε τωο αρ ασ φ ε αχη αχτιϖ
ε
ορ
ιτψ. Τηε φιρ αρε α ισ ωηε τηε ρ τηε αχτιϖ
στ
ιτψ
χο ντρ
ιβυτε σ το οβταινινγ τηε προϕ χτ γ οαλ Τηε σε χον δ αρε α ισ ωηε τηε ρ ε αχη αχτιϖ ισ
ε
σ.
ιτψ
χο µ πλ τε , ον σχηε δυλ , βε ηινδ σχηε δυλ , ορ νοτ σταρτε δ. Τηε ΠρινχιπαλΙνϖε στιγ ατορ ωιλ
ε
ε
ε
λ
ορ ανιζε αλ τηε ρε σπονσε σ οφ τηε τε αµ µ ε µ β ε ρ Τηε τε αµ ωιλ ρ ϖιε ω τηε ρε συλ το
γ
λ
σ.
λε
τσ
δε τε ρµ ινε ιφ ανψ ιντε ρ ντιον σ αρε ν ε ε δε δ το µ αιν ταιν προγ ρ σσ το ωαρ τηε γ ο αλ Α
ϖε
ε
δσ
σ.
στατυσ ρε πορτ ωιλ βε συβµ ιττε δ πρ ρ
λ
ογ αµ µ αναγ ε ρ ε αχη θυαρ ρ πριορ το τηε χλ
τε
οσε οφ τηε
γ ρ τ.
αν
June 18, 2009
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60

61. Sample Evaluation Plan
Summative Evaluation
The summa tive evaluation will respond to each of the evaluation qu estion s. Th e data
so urces an d how they will be utilized are:
•
•
•
•
Χ ουρ Σ ψλαβι
σε
λ
Φαχυλ Ιντε ρϖ ωσ
τψ
ιε
Φαχυλ Σ υρ ε ψ
τψ
ϖ
Σ τυδε ντ Συρ ψ
ϖε
Α χουρ σψλαβ ι χηε χκλ ωιλ βε χρ ατε δ τηε δοχυµ ε ντ ωηε τηε ρ τηε χουρ ινχλ σ
σε
λ
ιστ λ
ε
σε
υδε
ΝΛΜ χοντε ντ. Σ ψλαβι ωιλ β ε χηε χκε δ ατ τηε βε γ ιννινγ οφ τηε γ ρ πρ ραµ ανδ τηε ε νδ
λ
λ
αντ ογ
οφ τηε γ ρ προγ ρ το δ ε τε ρµ ινε ωηε τηε ρ τηε ρε ηασ βε ε ν αν ινχρ ασε ιν ΝΛΜ ρ σουρ
αντ
αµ
ε
ε
χε
υτιλ
ιζατιον. Τηε φαχυλ ιντε ρ ιε ω πρ
τψ
ϖ
οτοχο λ φαχυλ συρϖ ψ, ανδ στυδε ντ συρϖ ψ ωιλ βε
,
τψ
ε
ε
λ
χρε ατε δ ιν τηε φιρστ µ οντη οφ τηε γ ρ προγ ρ αν δ συβµ ιττε δ το τηε ιν στιτυτιον ’σ
αντ
αµ
Ινστιτυτιο ναλΡ ε ϖ ω Βοαρδ φορ αππρ ϖ .
ιε
ο αλ
∆ ατα χολε χτιον αν δ αναλ
λ
ψσισ ωιλ οχχυρ ιν τηε φ
λ
ιναλ µ ο ντη οφ τηε γ ραντ πε ρ . ∆ ατα
ιοδ
αναλ
ψσισ ωιλ ινφορ ον ωηε τηε ρ τηε πρ ϕ χτ γ οαλ ηαϖε βε ε ν µ ε τ. Τηε φ
λ
µ
οε
σ
ιναλ ε ϖ υατιον
αλ
ρ π ορ ωιλ ηαϖε τηε σε σε χτιονσ: Πρ ρ
ε
τ λ
ογ αµ Βαχκγ ρ
ουνδ, Πρ ρ
ογ αµ Αχτιϖιτιε σ, Πρ ε χτ
οϕ
∆ ε σχρ
ιπτιον, Με τηοδ ολ ψ, Ρ ε συλ Αναλ
ογ
τσ,
ψσισ/Χον χλ
υσιον, Ν ε ξτ Σ τε πσ.
June 18, 2009
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61

62. What Reviewers Look For
June 18, 2009
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63. Proposal Evaluation Plans
People have had many workshops on
how to write evaluation plans for
proposals.
– What do the reviewers see?
– What should the reviewers see?
June 18, 2009
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63

64. What Reviewers See…
• “We will conduct surveys at the end
of every training session”
• “We will conduct pre/post tests to…”
• “We will have a focus group…”
June 18, 2009
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64

65. What Reviewers See…
Sounds good!!!
What’s the problem???
– Evaluation plan has no clear connection
to the goals and objectives specified in
the proposal.
• Writers often lay out plans to evaluate
activities that are part of the program but not
the overall program
June 18, 2009
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65

66. What Reviewers Should See
• Evaluation Questions based on the
project goals and objectives
• Defined metrics
• Defined data sources
A quality evaluation plan in a proposal
describes how the overall success of the
program will be determined
June 18, 2009
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66

67. Sustainability
– What do the reviewers see?
– What should the reviewers see?
June 18, 2009
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67

68. What Reviewers See…
• “We will work to identify more
funding”
What Reviewers Should See…
• A more in-depth understanding of
sustainability
– What will be the lasting impacts of the
program if it is successful?
June 18, 2009
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68

69. Publicizing Your Results
June 18, 2009
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70. Publishing Your Results
• Identify a publication that would have an interest in
your study
• Have a full understanding of the publication’s
submission guidelines (style, deadlines, etc.)
• PROOFREAD! You may have an outstanding study
but your submission loses credibility if there are
grammar or spelling errors
• Do not be discouraged by a “no”! Keep trying and
listen to the reviewer comments. RESUBMIT!!
June 18, 2009
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70

71. Sample Publication Guidelines
http://www.ehealthinternational.org/guidelines.htm
•
AUTHOR'S GUIDELINES
Manuscripts should be submitted electronically to the Managing Editor, Hasan Sapci, M.D.
to the following email address: mdsapci@umich.edu. The submission should include a
cover letter to provide a very brief description of the topic of the paper together with an
explanation that the manuscript is original and not submitted elsewhere.
•
Manuscript Preparation
Each manuscript should have a title page including a short running title as well as a listing
of all authors. The list of authors should include names, degrees and institutional affiliation,
as well as a complete postal mailing address, fax, telephone, and e-mail address for each
author. In addition, a corresponding author should sign the cover letter.
Each manuscript should have an abstract of not more than 250 words, without any citations
or references. The abstract must include a statement of the problem addressed in the
paper, the methodology used in the analysis, the main findings, and conclusions, as
appropriate.
Manuscripts should be prepared in Microsoft Word or Word Perfect.
Tables and Figures should be submitted separately, preferably in uncompressed TIFF, BMP
or PNG format.
We recommend reading these articles about formatting and style:
- Uniform Requirements for Manuscripts Submitted to Biomedical Journals: Writing and
Editing for Biomedical Publication http://www.icmje.org/index.html
- American Medical Association Manual of Style: A Guide for Authors and Editors. 9th ed.
Baltimore, Md.: Williams & Wilkins, 1998.
June 18, 2009
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72. Sample Publication Guidelines
http://www.ehealthinternational.org/guidelines.htm
• References
References are numbered consecutively in the text as superscripts, beginning
with number 1. When the reference is at the end of a sentence, punctuation
should precede the superscript. When in the middle of a sentence, superscripts
are included in the text without punctuation. The list of references at the end of
the manuscript should be numbered consecutively according to the order in
which they appear in the text. Journal names must be abbreviated according to
the style of Index Medicus.
Copyright
Authors are responsible for obtaining permission to use published material,
including their own work. Permission must be provided in writing from the
original copy right holder ( typically the publisher, not the editor, except for
unpublished material where the original author is the copyright holder).
June 18, 2009
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72

73. Questions?
Barry Nagle
Director
Center for Assessment, Planning, and Accountability
United Negro College Fund Special Programs Corporation
2750 Prosperity Avenue, Suite 600
Fairfax, VA 22031
barry.nagle@uncfsp.org
703-205-8139
June 18, 2009
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73