TYPES OF EVALUATION

TYPES OF EVALUATION

1. 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.
     • 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.
   • PROCESS/ IMPLEMENTATION EVALUATIONdetermines whether program activities have been implemented as intended.
     • 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?
       • Where did your program activities take place?
       • When did your program activities take place?
       • What are the barriers/facilitators to implementation of program activities?
       • What has your program done?
     • When to use
       • During operation of an existing program
       • • As soon as program implementation begins
   • • Impact evaluation assesses program effectiveness in achieving its ultimate goals
     • WHEN TO USE
       • During the operation of an existing program at appropriate intervals
       • At the end of a program.
   • OUTCOME/EFECTIVENESS EVALUATION measures program effects in the target population by assessing the progress in the outcomes or outcome objectives that the program is to achieve.
     • Some questions you may address with an outcome evaluation include:
       • 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?
       • Do the benefits of the STD activity justify a continued allocation of resources?
       • Did the program have any unintended (beneficial or adverse) effects on the target population(s)?
       • Were medical providers who received intensive STD training more likely to effectively counsel, screen and treat patients than those who did not?
     • When to use
       • After the program has made contact with at least one person or group in the target population