Rainbow Framework

There are many different methods and processes that can be used in monitoring and evaluation (M&E). The Rainbow Framework organises these methods and processes in terms of the tasks that are often undertaken in M&E. The range of tasks are organised into seven colour-coded clusters that aim to make it easy for you to find what you need: Manage, Define, Frame, Describe, Understand Causes, Synthesise, and Report & Support Use.

The Rainbow Framework can help you plan an M&E activity by prompting you to think about each of these tasks in turn, and select a combination of methods and processes (which we call ‘options’) that cover all tasks involved. You might also choose an approach, which is a pre-packaged combination of options.

Download the Rainbow Framework

There are two downloadable versions of the Rainbow Framework – one only shows the tasks, and one also includes all the options (methods and processes).

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Explore the Rainbow Framework

The Rainbow Framework shows the different options (methods or processes) that can be used for each task in an evaluation. Most of these tasks are needed in any M&E activity, but some (marked with an asterisk) might not be needed, depending on the purpose of the M&E activity or the specific type of evaluation you aim to conduct.

Evaluation tasks:

  1. Understand and engage stakeholders

    Identify who has an interest in the evaluation in addition to the primary intended users, and whose interests need to be prioritised and why. Ensure their engagement throughout the evaluation.

  2. Establish decision making processes

    Specify how decisions will be made about the evaluation—who will provide advice, who will make recommendations, and who will make the actual decisions.

  3. Decide who will conduct the evaluation

    Clarify who will actually undertake the evaluation. This might include people who are involved in what is being evaluated (such as implementers, clients and community members), an internal or external evaluator, or some combination of these.

  4. Determine and secure resources

    Identify what resources (time, money, expertise, equipment, etc.) will be needed and available for the evaluation. Consider both internal resources (e.g. staff time) and external resources (e.g. participants' time to attend meetings to provide feedback).

  5. Define ethical and quality evaluation standards

    Clarify what will be considered appropriate quality and ethical standards for the evaluation and what will need to be done to ensure these standards are achieved.

  6. Document management processes and agreements

    Develop any formal documents needed, including a brief and a Terms of Reference.

  7. Develop planning documents for the evaluation or M & E system

    Develop a formal plan which sets out how an individual evaluation or a range of M&E activities will be undertaken.

  8. Review evaluation (do meta-evaluation)

    Decide processes to review the evaluation process, findings, and conclusions drawn.

  9. Strengthen evaluation capacity

    Choose ways of building on and developing capacity for managing, undertaking and/or using evaluation, which might involve human capital (knowledge and skills), organisational capital (such as technical and administrative infrastructure) and social capital (supportive networks).

Evaluation tasks:

  1. Develop initial description

    Develop an initial description of what is to be evaluated, to ensure agreement about the boundaries.

  2. Develop programme theory / theory of change *(optional)

    Make explicit how activities are understood to contribute to the intended outcomes and impacts. Communicate this in a diagram(s) and/or narrative. (This is useful for most evaluations but not always needed, such as for evaluations of the quality of products).

  3. Identify potential unintended results

    It is useful and ethical to consider possible negative impacts (that make things worse not better) and how they can be identified before an intervention (project, programme, or policy) is implemented and addressed in an evaluation or M&E System.

Evaluation tasks:

  1. Identify primary intended users

    Clarify who will actually use the evaluation—not in vague, general terms (e.g. "decision makers") but in terms of specific identifiable people (e.g. the manager and staff of the programme; the steering committee; funders deciding whether to fund this programme or similar programmes in the future).

  2. Decide purposes

    Clarify the intended uses of this evaluation—is it to support improvement, for accountability, for knowledge building? Is there a specific timeframe required (for example, to inform a specific decision or funding allocations)? If there are multiple purposes, decide how you will balance these.

  3. Specify the key evaluation questions

    Articulate a small number of broad evaluation questions that the evaluation will be designed to answer. These are different to the specific questions you might ask in an interview or a questionnaire.

  4. Determine what ‘success’ looks like

    Clarify the values that will be used in the evaluation in terms of criteria (aspects of performance) and standards (levels of performance). These will be used together with evidence to make judgments about whether or not an intervention has been successful, or has improved, or is the best option. Decide how different stakeholders’ values will be identified and negotiated.

Evaluation tasks:

  1. Sample

    Decide how to select units (e.g. individuals, organisations, time periods) from a population of interest, so that inferences can be drawn about the population.

  2. Use measures, indicators or metrics (*optional)

    Choose or develop measures, indicators or metrics of interest, such as performance, activities or context. (This is useful for many evaluations but in some cases rubrics which synthesise qualitative information will be more valid).

  3. Collect and/ or retrieve data

    Decide how to collect or retrieve data to answer the Key Evaluation Questions.

  4. Manage Data

    Establish processes for managing data during an evaluation, including storing and organising data, and cleaning data.

  5. Combine qualitative and quantitative data

    Combine qualitative data (text, images) and quantitative data (numbers) to improve the quality of findings.

  6. Analyse data

    Decide how to analyse the data that have been collected or retrieved in order to answer the Key Evaluation Questions.

  7. Visualise data

    Decide how to visualise the data to bring clarity during analysis and/or to communicate findings.

Evaluation tasks:

These tasks are particularly relevant for outcome or impact evaluation. The tasks reflect three broad strategies that can be used for understanding what caused the observed outcomes or impacts. While each strategy can stand alone, using a combination can usually help to increase the strength of the conclusions drawn.

  1. Check the results are consistent with causal contribution (*optional)

    Check that the data are consistent with what would be expected if the intervention were contributing to producing the observed changes.

  2. Compare results to the counterfactual (*optional)

    Develop an estimate of what would have happened without the intervention and compare that to the findings of what happened with the intervention.

  3. Investigate possible alternative explanations (*optional)

    Identify other factors that might have caused the impacts and see if it is possible to rule them out.

Evaluation tasks:

  1. Synthesise data from a single evaluation

    Decide how data will be combined in terms of the agreed evaluative criteria and standards to produce an overall judgement of merit or worth.

  2. Synthesise data across evaluations (*optional)

    Decide how to find, extract and combine data from multiple evaluations to produce more general conclusions about 'what works' or 'what works for whom in what circumstances'. (This is not needed for a single evaluation).

  3. Extrapolate findings (*optional)

    Explain how findings from this evaluation might be more generally applied or translated to new sites and situations. (This is often useful but not always needed).

Evaluation tasks:

  1. Identify reporting requirements

    Identify the primary intended stakeholders and determine their reporting needs, including their decision-making timelines. Develop a communication plan.

  2. Develop Reporting Media

    Produce appropriate written, visual, and/or verbal products that communicate the findings.

  3. Ensure accessibility

    Plan the reporting products to make sure they are accessible, including addressing issues such as limited time, low literacy, and disabilities.

  4. Develop recommendations * (optional)

    Draw on the findings and an understanding of the implementation environment to make recommendations such as how the programme can be improved, how the risk of programme failure can be reduced or whether the programme should continue. (This is often useful but not always needed).

  5. Support use

    Plan processes to support primary intended users to make decisions and take action on the basis of the findings.

Comments

OUEI's picture
stéphane OUEI

This is what I need!!!! Thank you very much.

Patricia Rogers's picture
Patricia Rogers

We'd love to hear from you if you've used the Rainbow Framework in your work.

greet_peersman's picture
Greet Peersman

Thank you for these important comments and references.

In the BE Rainbow Framework, we use evaluation as an umbrella term to refer to both 'monitoring' and 'evaluation' tasks and options. Indeed, much of the information presented and discussed on the BE site is pertinent to both (for example: understand and engage stakeholders; establish decision making processes; develop program theory; identify primary intended users; use measures, indicators or metrics; visualise data; identify reporting requirements - to name just a few).

However, your point is well taken in that there are several instances where specific aspects related to 'monitoring' and its complementary role to 'evaluation' can be emphasised and described in greater detail. The BE core team is committing to facilitate such content improvements over the next 6 months with the input and feedback from BE users. If any of you is interested in being directly involved, please let us know.   

kashindi's picture
KASHINDI Pierre

Hi,

I would like to use tools from BetterEvaluation in order to build capacity of worker from my organization in Evaluation.

Patricia Rogers's picture
Patricia Rogers

Hi Pierre,

We're very happy for you to use material from BetterEvaluation in your organisation.  The terms of use make it clear that this is encouraged and all we need is adequate acknowledgement of the source:

2.3 RMIT University grants you a free licence to  use the editorial content, the taxonomy and user  generated content on this website, excluding any images,
under the terms of the Creative Commons Attribution-Non Commercial Unported licence available at http://creativecommons.org/licenses/by-nc/3.0/.  The required attribution for use of this content is “This information was originally published by BetterEvaluation.org, an international collaboration to improve evaluation practice and theory by sharing information about evaluation options and approaches”.

There is also a French language version of the Rainbow Framework. You can access it herehttp://betterevaluation.org/sites/default/files/Rainbow%20Framework%20-%....

Warm regards

Patricia

Anonymous's picture
asegede Kebede

thank you

Anonymous's picture
Lauraop

Hi! Is it possible to share information regarding the development of this framework and previous use with me please? Thank you 

Patricia Rogers's picture
Patricia Rogers

The Rainbow Framework built on Stephen Kemmis' Evaluation Planner and my Evaluation Menu, which was developed for teaching evaluation, and refined over several years with input from many people.

It has been used to make it easier for people to choose methods, because it limits the choices for each task.  It also embeds good evaluation practice, especially being clear about purpose and questions before moving to choose data collection methods.

Some people have used it to help them develop an evaluation plan or to review an evaluation plan.  You might find it easier to use the Manager's Guide to Evaluation, which take you through a step by step process, with the Rainbow Framework behind it for more detail as required.  

 

 

Anonymous's picture
Gilbert Mkamanga

Comprehensive and useful to M&E professionals 

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