- Did you mean
- their of change
Blog20th July, 2018
In the previous blog in this series, Greet Peersman and Patricia Rogers introduced the ‘Pathways to advance professionalisation within the context of the AES’ project and report. A major feature of this report is the exploration of 41 activities and approaches that can be used to advance the professionalisation of monitoring and evaluation, and the conclusion of this two-part series looks at these approaches in more detail. We believe these activities are likely to be of considerable interest to others who are undertaking or planning evaluation capacity strengthening activities and we encourage you to share your feedback and thoughts on these activities at the end of this blog.
Blog19th May, 2017
Many evaluations include a process of developing logic models and theories of change – an explanation of how the activities of a program, project, policy, network or event are expected to contribute to particular results in the short-term and longer-term. They have been used for many years - versions can be seen in Carol Weiss’ 1972 book "Evaluation research: methods for assessing program effectiveness" - and they have been mainstreamed in many organisations
What is a Theory of Change? How is it different from a logframe? Why is it such an important part of an impact evaluation?
The third impact evaluation webinar in this series focused on Theory of Change and took place on Wednesday 15th of April and Thursday 16th of April (repeat session). This webinar series is organized by the Office of Research – Innocenti and presented by evaluation experts from RMIT University, BetterEvaluationand 3ie throughout 2015.
Blog21st March, 2013
Many evaluations use a theory of change approach, which identifies how activities are understood to contribute to a series of outcomes and impacts. These can help guide data collection, analysis and reporting. But what if the theory of change is has gaps, leaves out important things – or is just plain wrong?
What is it?
A program theory or logic model explains how the activities of an intervention are understood to contribute to a chain of results (short-term outputs, medium-term outcomes) that produce ultimate intended or actual impacts. It can be shown in the form inputs->processes->outputs ->outcomes -> impacts but sometimes other forms are more useful.
Blog15th October, 2013
You'll find hundreds of evaluation resources on the BetterEvaluation site. Some have come from recommendations by stewards. Some have come from our writeshop project or design clinics. And there are great resources that have been recommended by BetterEvaluation users. This week we are highlighting some of these user-recommended resources, how you can find the latest new material, and how you tell us your recommendations.
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These examples have been contributed for discussion at the 'flipped conference' session of the American Evaluation Association to be held at 11.15am - 12 noon on Saturday November 11, 2017 in the room Thurgood Marshall East, at the Washington Marriott Wardman Park. For more information about how to participate in the session, please see the overview of the session. If you'd like to share an example, please go to this page and provide details.
Blog8th March, 2013
There is increasing recognition that a theory of change can be useful when planning an evaluation. A theory of change is an explanation of how activities are understood to contribute to a series of outcomes and impacts. It might be called a program theory, an intervention logic, an outcomes hierarchy, or something else. It is usually represented in a diagram called a logic model, which can take various forms.
Blog17th October, 2014
Two years ago, during the European Evaluation Society conference in Helsinki, the BetterEvaluation.org website went live for public access. We had been working with an international group of beta-partners to develop the site before this time.
The BetterEvaluation project grew out of a realisation of the need
This report by Greet Peersman and Patricia Rogers for the Australasian Evaluation Society (AES) identifies four potential pathways towards professionalisation within the context of the AES: 1) Ad hoc, disconnected activities; 2) Focused, connected and strategic activities; 3) Voluntary credentialing of evaluators; and 4) Regulated and licensed profession. The main recommendation of the report is that the AES follow a pathway of focused, connected and strategic activities, with a view to considering a voluntary credentialing process down the track. A major feature of this report is the exploration of 41 activities and approaches that can be used to advance the professionalisation of monitoring and evaluation. These activities are likely to be of considerable interest to others who are undertaking or planning evaluation capacity strengthening activities.