2015

2018

DIPLOMA IN
MONITORING AND
EVALUATION
MODULE 4
Module four
 TABLE OF CONTENTS
Using and Evaluation Design to answer key questions about your
Project.............................................................................................................Pg 3
Providing Feedback to Improve the Project....................................................Pg 31
Communicating Information ..........................................................................Pg 38
Evaluation Report outline ..............................................................................Pg 49

MODULE 4 MONITORING AND EVALUATION

Chapter 1

USING AN EVALUATION SYSTEM TO ANSWER KEY QUESTIONS

ABOUT YOUR PROJECT

Often, evaluations fail to examine whether efforts are responsible for, or related to, changes and

improvements in the community. They may examine the process or output (e.g., number of

people trained), but they often fail to tell a story about whether conditions changed and whether

this led to more distant outcomes.

It’s obviously important to know whether your methods are successful, and whether your

intervention or initiative accomplished what it set out to do. In addition, however, you can

evaluate whether your work changed community conditions, and whether it seems to be leading

toward changes in the community or system. In this section, we’ll discuss how an evaluation can

help you make those determinations.

WHAT DO WE MEAN BY ANSWERING EVALUATION QUESTIONS?

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Evaluation questions refer to what stakeholders – the community and funders, for instance –

want to know about the functioning of the program or initiative. Here are some illustrative

evaluation questions:

• Are participants satisfied with the program? (Process and implementation issue)

• How well is the initiative meeting its stated objectives? (Attainment of objectives)

• How much and what kind of difference did it make for the participants? (Impact on

participants)

• How much and what kind of difference did the initiative make on the community?

(Impact on the community)

So what’s a key evaluation question? That depends on what you set out to do (mission and

objectives) and how you plan to get there (the logic of how the process and activities will

produce immediate and longer-term outcomes). The path from here to there – from assessment to

change in the environment to longer-term outcomes – is known as a logic model. Key evaluation

questions focus on critical aspects of the logic model; for instance, “Is the initiative bringing

about change in the environment?” or “Is that change in the community (the intervention)

associated with improvement in outcomes for people in the community?

A note here: The Work Group for Community Health and Development at the University of

Kansas, the source of the Community Tool Box, consults on evaluation, and has developed an

Online Documentation and Support System (ODSS) to support participatory research and

evaluation of community health and development efforts. Much of the material in this section

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comes from the thinking that underlies this monitoring and evaluation system. (To see more,

go to the KU Work Group’s website at http://www.communityhealth.ku.edu.)

The documentation system makes it possible to answer key evaluation questions that get at the

heart of an effort’s overall effectiveness. We’ll use this monitoring and evaluation system to

illustrate how to address evaluation questions.

Regardless of your aims, your work can be considered on two levels. The first is whether, how,

and why you’ve been able to accomplish the specific goals you’ve set for your effort –

successful advocacy for the passage of a new regulation, the improved delivery of services, a

change in people’s behavior, improvement in environmental conditions, etc. The second is the

wider influence that your work has in the community or system, and how conditions have

changed.

A decent comprehensive evaluation might examine how you planned and implemented your

effort (process), whether you actually took the specific actions you set out to take, such as

serving the number of people you expected in the ways you planned to (impact), and whether

your actions had the results you hoped for (outcomes.)

A typical evaluation may measure ultimate outcomes but may fail to document changes in the

community resulting from your work such as other similar programs starting, more funding

becoming available for your issue, or more media attention. Furthermore, a specific effort may

give rise to more general and sweeping changes even when it doesn’t initially attempt to. A

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campaign to reduce youth violence may achieve its immediate purpose, for instance, but may

also change community programs and resources available to address the needs of adolescents

and result in significant changes in the ways that community members engage youth. Sometimes,

even an apparently unsuccessful effort can have a broader community effect by increasing

awareness and understanding of a community problem or strength, or by changing the behavior

of key community members or leaders. These broader effects can be harder to track than the

more immediate achievement of the specific goals and objectives of an effort.

Some definitions before we start the next phase of discussion:

We usually think of a community as a group of people who live in one place – a city, a

neighborhood, a town, a village, a rural area. We also use the term, however, to refer to a group

of people with one or more common characteristic and common interest. Using that definition,

we speak of the business community, the Latino community, or the school community. In this

section, the word is generally used to mean community of place, because that’s the community

in which organizations generally try to create longer-term change.

System refers to the arrangements or infrastructure that supports key functions – for instance,

the public health system, the legislative system, the education system, or the legal system. The

essential features of a system – preparation of the workforce, capacity to monitor and diagnose

problems – also affect the conditions under which people live their lives.

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At both the specific and general levels, it’s important to know whether any changes in the

community or system you’re concerned with are actually taking place, what they are, and

whether and how your work has influenced them (and vice versa).

Figure 1 below displays a framework (or logic model) for collaborative action, as well as

evaluation questions that reflect potential associations along the logic model’s pathway.

For the logic of collaborative action, Fawcett and Schultz (2008) recommend four key evaluation

questions:

1. Is your effort serving as a catalyst for community change related to its mission? In

chemistry, a catalyst is a substance that, while remaining unchanged itself, changes the

speed, intensity, or nature of a reaction. Is your effort, while doing its intended job,

setting in motion other forces in the community (new or modified programs, policies, and

practices) that lead to longer-term change related to the issue you’re concerned with?

2. What factors or processes are associated with the rate of community or system change?

What encourages or gets in the way of change? Can you identify specific community

events, actions by individuals or by your or another organization, or other factors that

accelerate or impede the process of change in a community or system?

3. How are community or system changes contributing to efforts to promote community

health and development or other mission-related goals? Are the changes you observe in

the community in fact helping to bring about the realization of your goals – or related

ones – or are they having little or no effect (or even a negative effect)?

4. Are community or system changes associated with improvements in population-level

outcomes? Can you see connections between changes in the community (programs or

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 policies for instance) and the kinds of positive changes in measuring success (e.g., fewer

youth violence arrests, reductions in cigarette sales, fewer teens killed or injured in

driving accidents) that you hope your effort will bring about?

Figure 1. Framework for collaborative community action and related evaluation questions

(Source: Fawcett and Schultz 2008; Institute of Medicine, 2003).

Note (in Figure 1) that we can overlay evaluation questions on this logic model to address key

(presumed) relationships along the path (see Fawcett and Schultz, 2008, in print resources).

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Source: Adapted from the Institute of Medicine’s framework for collaborative public health

action in communities (2003).

Answering these questions sets your effort in the context of the community and shows you

whether it’s actually having the effects you want in a broader sphere, or whether it’s only

influencing individual successful participants. Questions like these are not always easy to

answer. Later in the section, we’ll discuss them more fully, as well as how an evaluation can be

structured to answer them.

WHY ANSWER THESE QUESTIONS?

In many cases, organizations are funded for several years at a time at best. This requires focus on

fulfilling the conditions of the grant or contract, which often hinge on relatively short-term goals.

There are, however, a number of compelling reasons for answering evaluation questions:

• To improve your work. The foremost reason for any evaluation is to make your effort

more effective. By understanding exactly what affects progress on your issue, and the

interaction between your actions and community system change (an intermediate

outcome); you can see how to adjust your work to get the longer-term results you seek.

• To understand what affects the work in what ways. What actions or events seem to slow

down the pace of change (e.g., loss of leadership), and what speeds it up (e.g., action

planning)? What effects do small and large changes in the organization and the

communities have on your work?

• To see how to accelerate results. Once you understand what makes change move more

quickly, you can take steps to make sure that those change-accelerating processes, events,

or conditions become an integral part of your work.

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 • To understand specifically how broader actions, events, or conditions – a crisis or

concentrated poverty – affect the work. Identifying and understanding these factors that

affect the success or failure of an effort is critical – for the work underway and for future

efforts.

• To understand what works to bring about community change, and adjust accordingly. The

chances are you’re doing your work in order to permanently change some condition in the

community or to improve the quality of life for a particular group or for the community as

a whole. You hope that, eventually, the goals you’re working toward – the elimination of

domestic violence, reductions in pollution, a decrease the incidence of diabetes, better

schools for all children – become the community norms.

Using an evaluation to answer key questions will provide information both about which small

changes seem to lead to larger ones and about how to generate those and larger changes as well.

That, again, will allow you to adjust your effort in order to make it more effective.

• To understand how to address specific events and changes within your organization or

effort so they will have the most positive or least negative effect. The loss of a competent

leader, an increase or decrease in funding, the end of one phase of an effort and the

beginning of another – all of these and many other factors can affect the rate and direction

of change in the community. Knowing the results of events can help you determine how

to best manage them.

• To show the community the value of your work. If you can show that your work has a

positive influence on the community, you have a better chance of gaining broad support.

That support, in turn, can lead to funding and in-kind help, volunteers, and community

participation in ongoing social change.

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WHO SHOULD BE INVOLVED IN ANSWERING THESE QUESTIONS?

The idea is to engage in a participatory evaluation that draws in members of all stakeholder

groups. This not only leads to buy-in and support on the parts of many sectors, but also provides

multiple perspectives on such issues as how participants are treated, how the effort is viewed in

the community, how non-participants’ lives are affected by your work, whether there are changes

in the social climate, etc. You may want to conduct the evaluation as a participatory action

research project or you may simply want to involve as many individuals and sectors as possible

in providing information and being kept current about the findings of the evaluation. Among the

possible stakeholders:

• Participants in or beneficiaries of the effort. They may have a great deal to offer, both in

terms of identifying the real needs of the population and/or the community and in

reaching other members of the population of concern.

• Residents of a focused geographic area, whether or not they’re members of the population

of concern. If your focus is on a neighborhood, a small rural community, or other limited

area, you may want to involve all residents. Such involvement is likely to bring with it

support for your effort and may increase understanding about the issue and serve to

improve relations among these residents and the group you’re working with.

• Professionals and volunteers carrying out the work. The more deeply involved these

people are, the better equipped and the more eager they’ll be to do their jobs well.

• Those whose jobs or relationships bring them into contact and involvement with the

population and/or issue with which you’re concerned. These might include health care

providers, teachers, family members of substance abusers, etc. Since these people may

have to help in carrying out the effort, and since they may be asked to change their

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 behavior as a result, it’s both important to the success of the effort and a matter of

fairness to include them

• Funders and local officials. Funders have a vested interest in information about the effort,

and their participation can also serve to help them understand the real impact of your

work. Including local officials in an evaluation can forestall problems and help to gain

community support. It can also lead to changes in official policy over the longer term.

WHEN SHOULD YOU SET UP AND USE AN EVALUATION SYSTEM TO ANSWER KEY

QUESTIONS ABOUT THE EFFORT?

As we’ve discussed throughout the Community Tool Box chapters on evaluation (Chapters

3639), it should be planned and embarked upon at the beginning of the effort. This is especially

true for the kind of evaluation we’ll describe in this section, because its purpose is to monitor

and evaluate what is changing – organizational and community changes, longer-term outcomes,

and to examine the interactions among them. If you don’t start the evaluation at the very

beginning of the effort with community assessment and planning, and instead wait until the

implementation phase, you’re at risk of missing something important.

Once you’ve started the evaluation, you should be collecting information constantly, recording

not only what happens but when it happens, so that you can make connections. For this type of

evaluation to be truly useful, those connections have to be made frequently, not just once or

twice a year. The point here is to see what is happening, reflect on its meaning, and use the

information to strengthen and speed up positive change, or to address and prevent negative

consequences. In either case, acting swiftly can be important. You can do that if you have the

information in hand.

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HOW DO YOU USE THE EVALUATION SYSTEM TO ANSWER KEY QUESTIONS

ABOUT THE EFFORT?

Once you’ve assembled a participatory team to gather and analyze data, you’re faced with some

important questions: What kinds of information do you need in order to answer the key questions

that relate to your logic model, and how do you get it? Equally important, once you have the

information, how do you sift through it to extract the answers you’re looking for? There is a

general method of examining the data that should be useful even as you analyze each of your

questions individually.

An important element to using your evaluation well is setting up the data so you can best see

patterns and relationships. A particularly good way to record the data is on a graph, as in the

illustration below. This graph shows the total number of community changes – new programs

(e.g., an after-school program for youth) or new policies (e.g., a policy change that improves

ways to health services) – related to the group’s mission over a five-year period. Some changes

might be relatively minor – a single business changes its practice for protecting coworkers –

while others might be as important as a new law or a drastic change in policy that completely

alters the way the community addresses the issue. [Note: with a cumulative graph, each change is

added to the prior one; so a flat line shows no change; and the steeper the line, the higher the rate

of change.]

Figure 2. Cumulative number of community changes (new or modified programs and policies)

brought about by the South Side Youth Development. Initiative from 2008-2014. [Source:

Example graph from the KU Work Group Online Documentation and Support System (ODSS)]

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Other information – specific inputs or events – could be pinpointed on the graph in order to give

a clearer view of potential influences on the rate of changes, as in the graph below. Here, added

to a graph showing information similar to that in the one above, are the points in time at which

various events in the progress of the effort took place.

From left to right, these are:

• The forming of a planning team

• The hiring of a new director for the effort

• The implementation of a social marketing action plan

• The hiring of new staff

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 • Action planning for the initiative

• A loss of leadership (probably when the director left to take another position.)

These events, singly or in combination, might have contributed to the sustained high rate of

change or to decreased rates.

Figure 3. Cumulative number of community/system changes – and associated events – brought

about by the Lincoln Coalition for Healthy living from 1999-2006.

By comparing the progress of the effort, as indicated by the total number and rate of community

changes to the timing of recorded inputs and events, you can see that most of the events seem to

have some connection with a speed-up or slow-down in the rate and number of community

changes. There was, for example, a dramatic increase in the rate of changes when new staff

members were hired and an equally dramatic decrease in that rate when the effort lost its

leadership. This is the kind of information seldom captured by a typical evaluation, and yet it’s

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extremely important in understanding how to adjust your work for greater effectiveness and how

to correct problems.

Other elements that might be recorded on a graph – individually or together – include statistics

for population-level outcomes, rates or levels of change for different populations or

neighborhoods, or for different approaches, statistics for comparison communities not involved

in the effort, etc. The particular measures depend on your logic model, related

research/evaluation questions, and indicators of success.

To get the information you need, you’ll have to decide what’s important to measure. Then, once

you have obtained the data – not always an easy task– the next step is to analyze it, looking for

patterns and connections. Let’s look at each of the key questions considered for the logic model

in Figure 1 and discuss what kinds of data will help you examine it. The overriding question is

how to adjust your work to make it more effective. Answering key questions for your logic

model is really a way to ask the larger question: “What can we do to make our effort work as

well as possible to accomplish our goals and realize our vision?”

What follows is an illustration of how evaluation questions can be answered with data, asking

those key questions identified is the logic model often used by the Work Group for Community

Health and Development (see Figure 1).

1. Is the initiative serving as a catalyst for community/system change related to its mission? Has

your group’s effort brought about changes in the community or systems (e.g., public health,

public safety, welfare, environmental protection, etc.) related to the mission? What specific

changes related to the issue have taken place in the community, and when?

Some types of changes related to your work that you might want to document include:

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 • New or modified programs. These might be programs meant to address aspects of your

issue or related issues; workshops or public awareness programs on the topic;

community-wide events such as marches against violence or vaccination fairs; citizen

initiatives, etc. They could be the product of formal bodies – the Chamber of Commerce,

health or human service organizations – or of informal parents’ groups, neighbors,

“friends of...” groups, and the like.

• New or modified practices. These refer to changes in how people do their work or deliver

services. For instance, the clinic might change its hours to assure better access or the

community might start a new partnership to address discrimination against immigrants.

• New or modified policies. New laws or regulations, changes in agency or corporate

policies, etc. Other policy changes may be more informal; for instance, increased city

services or store openings in previously underserved neighborhood, or changes in the way

police or city officials respond to intimate partner violence.

Of course, depending on the project, other valued events may be tracked – these might include

organizational changes, media coverage, resources generated, measures of outcome (addressed in

later questions) and other key events.

Keeping track of the timing of changes is very important here, because it may indicate when

those changes are associated with activities you’re doing, and when they result from other

factors, such as a change in leadership (see Figure 3). Marked increases or decreases in the rate

or amount of change that occur just after key events in the effort may point toward the

effectiveness or ineffectiveness of these activities.

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Changes often take time to show their effects or have to build to a certain level before their

effects can be felt. Where there’s a trend toward change in a particular direction, even if it

doesn’t appear to have any great immediate effect, it might be wise to track it over time to see

whether it’s different changes in the environment – taken together – eventually influence

indicators of success.

It wouldn’t be surprising, for instance, to find a more common pattern of community

change in community health initiatives; for instance, lower rates during planning,

higher and sustained rates after action plans and staff are in place; and lower rates

near the end of funding as the project focuses on sustainability. Community groups

take time to understand how to bring about change and integrate it into the efforts.

Rapid change might require a period of support and relative stability. Once that has

taken place, the community may focus on sustaining more important programs and

policies.

As change levels off, you might be tempted to step up activity to counter that trend.

That might include additional action planning or bringing on staff responsible for

change efforts.

Another consideration is the presence or absence of patterns in the rate and type of change. Are

there patterns in community or system changes that correspond with the work of the initiative

(e.g., action planning), or with other identifiable factors (e.g., funding to hire a community

mobilize)? Recognizing these patterns allows you to adjust your work.

Other questions to ask here are whether the changes in the community or system are actually

likely to improve outcomes (Are they great enough to have an effect? Is that effect likely to

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change the situation for the better?), and how you can obtain more accurate or more nearly

complete data about what is occurring.

2. What factors or processes are associated with the existence and/or the rate of community

or system change? There are a number of potential factors that you may want to monitor and

analyze.

• The processes by which you conduct the assessment, planning, implementation, and

evaluation aspects of the effort. The particular focus should be on use of evidence-based

processes for community change and improvement (e.g., developing and using action

plans; arranging for community mobilization; documentation and feedback.) That also

includes examining who’s involved (Does adding certain people or sectors have an effect,

for instance?), whether everyone fulfills her responsibilities, whether deadlines are met,

how people are involved, whether the effort plays out as planned, etc. It also includes

examining how everyone involved – staff, administrators, volunteers, planning team,

board – fits into and advances or impedes the process. (See “Promising Approaches” for

promoting community health and development.)

• People served or benefited. Here you might examine whether the people affected by the

effort were those you planned for; whether you served or benefited the number of people

you expected to; the amount of service or benefit that each participant received (if that’s

possible to determine); how many participants dropped out, and why (and whether there

were patterns to be found there.) (See the “Solve a Problem” troubleshooting guide for

“There is not enough community participation.”)

• Significant program events. These might include:

o Changes in leadership. o Staffing changes.

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o Changes in method or direction, such as a shift in mission to address a

newlystated community need. This kind of event can also include unintentional

changes that result from staff turnover, loss of focus, lack of staff engagement, or

failure to do the work properly. o Milestones of the effort: the completion or

revision of an action plan; the beginning, revamping, or completion of a program;

the arrival of a new group of participants; the completion of staff or volunteer

training; the accomplishment of a particular objective, etc. o Increases or

cuts in funding. o Unforeseen circumstances, such as safety or security

problems; financial changes (a cut or increase in funding, difficulty in managing

money); measures taken to respond to financial changes (layoffs, shifts in hours

or location of services, changes in the number or qualifications of participants).

o Changes in broad conditions – This might include natural disasters, epidemics,

etc.

o Community events, such as:

 A change of local political leadership or government administration.

 Racial or ethnic conflict.

 An economic windfall (a corporation sets up a new facility in town,

creating new jobs and a huge boost to the tax base).

 An economic downturn (the town’s biggest employer moves all its

business to another country).

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  A community tragedy or celebration (recent deaths due to violence;

honoring of community heroes).

It also might consist of changes in how state and local governments conduct business, the

priorities of key funders, or other aspects of the broader system that might have positive or

negative effects on your work.

As noted in Figure 3, combining graphs and comparing the timing of the process and events with

patterns of community and system changes can reveal connections among them. These

connections, in turn, can suggest processes or activities you might take that could advance

positive change or prevent negative consequences.

3. How are community/system changes contributing to efforts to promote community health

and development? What kinds of effects are community and system changes – whether caused

by your effort or not – having on the issue you’re concerned with and on community indicators

of health and development in general?

One way to find out is to examine those changes in relation to various dimensions or aspects of

your work. How is community changes distributed among and within different aspects of your

effort? Do changes cluster around one or more particular aspects; for instance, in one section of

the community new program (e.g., mostly in schools). Are most of the changes you see in the

community related to population (e.g., Latinos) for instance? Are most of the changes related to

particular goals (e.g., preventing violence, increasing childhood immunizations)? Should you

make adjustments in your work to alter the situation in such cases, and, if so, what should the

adjustments be? You can ask these questions in each case to examine the relationship of

documented change to particular dimensions of your work, including:

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• Group your goals or aims. These are the longer-term goals and objectives of your effort.

If your program has the mission of promoting heart health in the community, for

example, young groups’ goals might include promoting physical activity, reducing

tobacco use, increasing healthy nutrition, and assuring access to health screening.

• The strategies of intervention you’re using. These might take such forms as providing

information, enhancing services or support, or encouraging policy change.

• Risk and protective factors. These are the personal, social, and environmental factors that

make it more or less likely that individuals and groups might engage in various types of

behavior or experience a specific problem or condition. Belonging to a close and loving

family might be a protective factor against youth violence, for example; an alcoholic

parent might be a risk factor for substance abuse.

• The expected duration of change. Is your effort a one-time event, such as a one-day health

fair? Or is it ongoing, such as a problem change or extension of health services to reach a

specific population? How long do you expect the change in program or policy to be in

place?

• The populations benefited. Depending on the nature of your effort, the populations might

range from a small number of individuals from a specific group (Latino women at risk for

diabetes) to most of the residents of a diverse community (families with children in

school).

• The sectors addressed. These might include government (in the case of advocacy for

changes in laws, regulations, or official policy), health organizations (if you’re addressing

health promotion or access to health care), education (school improvement, school policy

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 change), labor (creating more trade apprenticeships for particular underrepresented

groups), business (workplace and environmental concerns), etc.

• The ecological level addressed. This refers to whether your effort focuses on individuals

(as in an adult literacy program), relationships (an anti-discrimination initiative), the

community as a whole (enhancing overall community quality of life and health – working

to establish community-wide bike lanes, for example, or promoting an ongoing series of

free concerts), or the broader society (national health care policy).

• Place. This might be a particular neighborhood, city or town, county, or rural area.

How are the community or system changes you’ve tracked related to each of these aspects of

your effort? What are you seeing in the distribution of community/system changes related to

particular goals, strategies, populations, places, etc.? What meaning do you give to those patterns

– e.g., they reflect opportunities, barriers, key partner’s interests, etc. What are the implications

for adjustment (if any)?

Figure 4. Distribution of community accomplishments (N = 125) brought about by the initiative

by primary sector of the community in which the change occurred.

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This pie chart makes it easier to see what pattern of change is occurring, to reflect on what it

means (e.g., we encountered opposition from some sections) and to make adjustments. (See the

“Solve a Problem” troubleshooting guides for supports for making adjustments to common

problems in the work.)

4. Are community/system changes related to improvements in population-level outcomes that

reflect the objectives of your effort? Community-level indicators of an issue, as we discussed

earlier, are markers of success at the level of the community as a whole, rather than for particular

individuals. Some of those indicators can be found through checking available statistical

information, including, among many others:

• Census data (e.g., percentage of population with different levels of education).

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 • Public health statistics (e.g., rates of infant mortality, percentage of children

immunizations).

• Records of health and human service organizations. Although most of these organizations

shield individual participants with confidentiality, their general records – number of

people served, units of service, general outcomes, etc. – are often open to scrutiny.

• Statewide data and data from other communities (for comparison purposes).

• Police and court files (e.g., number of motor vehicle accidents).

• Educational data – standardized test averages, truancy, dropouts, primary or secondary

school completion rates, incidence of school violence.

• Environmental statistics – pollution rates, bad hair days, amount of open space, water

quality, etc.

In addition to archival data, other sources of information can be used; including from

observation, surveys, and other typical data-collection methods. Are there differences in reports

by youth from one data-gathering period to the next of the prevalence of alcohol and drug use,

smoking, or unprotected sex? Do observations show that there are more people, from one period

to the next, using a public park, or out on the street at night? Are teachers seeing fewer incidents

of violence in the schoolyard or in school in general? Are doctors seeing more or fewer cases of

diabetes or TB?

The population-level indicators that tell you what you want to know aren’t always obvious. If

you’re concerned about teenage drinking, for instance, you will probably want to examine

statistics about traffic violations and nighttime single-vehicle crashes even where alcohol isn’t

specifically mentioned as a factor.

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Once again, by graphing your information, you can see relationships between population-level

outcomes and community changes (the unfolding of the intervention.)

Figure 5 below provides an illustration. It displays the relationship between community changes

(the unfolding of the intervention) to prevent child sexual abuse and the associated improvement

in reported cases of child sexual abuse in a state (the population-level indicator of success).

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Figure 5. An observed association between the unfolding of community changes (the

intervention) and a decrease in reported cases of child sexual abuse in Minnesota.

Here, there is definitely a trend toward fewer child sexual abuse cases – a 28% drop in four years

– as the number of community changes (the intervention) unfolds. Of course, this is simply an

association; without suitable comparisons it does not demonstrate a cause-and-effect

relationship, but this observed pattern is suggestive of a promising approach.

It’s possible that the number of cases will continue to fall even if the number

of changes doesn’t continue to grow. The community may have reached a

tipping point, where the changes in the environment lead to a combination of

increased vigilance, by bystanders, increased reporting and follow-up, certain

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 arrest and prosecution for perpetrators, and child-molester registration, all

resulting in a decline in cases. Whether the community has reached this point

can only be determined by tracking the potential relationship between changes

and reported cases over time.

5. Did the effort lead to improvements in population-level outcomes?

To determine whether your initiative brought about community changes that had a positive

influence on community-level indicators, you’ll need a graph similar to that in Figure 5.

You may use multiple graphs, one for each community-level indicator you’re concerned with

(e.g., number of drunk driving deaths, incidents of youth violence, number of teen pregnancies,

percentage of children entering school with all vaccinations, etc.) Each of these will compare the

statistics for that indicator over time with the documented unfolding of your intervention. Once

again, where improvements in the indicator coincide with or follow closely that implementation

it’s possible that your work has had the desired effect.

You’ll also have to take into consideration whether there are other plausible causes for

improvements in outcomes. Sometimes a significant community event unrelated to your

initiative – another program, a major policy change, widespread media coverage – can influence

the outcomes. The action may be independent of anything your effort is doing, even if it occurs

at the same time. Thus, major community events and broader incidents should be tracked and

graphed along with changes and the progress of your effort, so you can see whether you’ve

actually had the influence you hope for. In addition, experiential designs can be used – such as

interrupted time series designs across different communities – to try to rule out other plausible

explanations of observed effects on outcomes.

Begin early and keep at it indefinitely

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If evaluations that address the key questions are to be useful, they must begin early and be

sustained. Collecting, recording, and analyzing data has to go on all the time, starting before the

planning and implementation of the effort and continuing for as long as the effort itself

continues. A case can be made that evaluation research should continue even after the effort has

ended, in order to judge its lasting effects in the community. Whether that’s possible or not,

understanding the real results of your work and continually adjusting it to be more effective is an

important part of any successful initiative.

TO SUM UP

There are some key questions that can help you understand the relationship between what your

initiative does (process and activities), charges in community and systems (intermediate

outcomes), and (longer-term) outcomes.

We recommend several key evaluation questions:

• Is the initiative serving as a catalyst for community/system change related to its mission?

• What factors or processes are associated with the rate of community/system change?

• How are community/system changes contributing to efforts to promote community health

and development?

• Are community/system changes related to improvements in population-level outcomes

that reflect the objectives of your effort?

• Did the effort lead to improvements in population-level outcomes?

Answering these questions involves careful thinking about what data will be useful, and then

careful collection, recording, and analysis of those data. Graphing what you’ve recorded and

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comparing or combining graphs can often make analysis easier. The results should give you a

great deal of information about exactly what works and what doesn’t, where you need to make

adjustments, and what kinds of changes you should be trying to bring about in the community to

address the issue.

Chapter 2

PROVIDING FEEDBACK TO IMPROVE THE PROJECT

WHAT IS PROVIDING FEEDBACK?

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When we talk about providing feedback from your evaluation, we mean presenting the data on

accomplishments that you're getting from your evaluation to those involved in the initiative –

line staff and volunteers, as well as administrators and board members. Depending on the

methods of the evaluation and the type of data involved, some of it may be presented in the form

of tables and graphs, some as narrative, and some perhaps as portfolios or even audio or

videotape.

Feedback is a two-way street. The folks engaged in the day-to-day operation of the organization

and its programs can benefit from learning what seems to be working well and what doesn’t, and

from understanding what needs to be changed to improve results. At the same time,

administrators and board members need to understand where the weaknesses in the organization

are that keep staff and volunteers from being as effective as possible.

Is there enough support? Are there enough supplies? Is funding adequate to get the work done?

Is the organizational climate one of mutual respect that’s conducive to staff and volunteers doing

their best and to participants feeling welcomed and supported? These are questions that staff and

volunteers – and participants – can answer at the same time that the organization grapples with

monitoring results. To be really useful, feedback has to travel in both directions.

Providing feedback should be done on an ongoing basis so that all can be kept up-to-date on

what they're doing well and what can stand improvement. It can also be done at the end of an

evaluation (although not exclusively so).

In this section, we'll mainly be discussing the tracking of activities and accomplishments that

may lead to longer-term outcomes, usually referred to as monitoring.

WHY PROVIDE FEEDBACK?

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HERE ARE A FEW REASONS TO CONSIDER PROVIDING FEEDBACK FROM TIME TO

TIME:

• To help community leadership assess progress towards meeting the initiative's goals

• To help see areas wherein the members of the initiative may want to put more energy

• To help detect when too much energy or effort is spent in areas less central to the mission

• To provide the opportunity to celebrate small accomplishments

• To help the initiative focus on the "big picture" by seeing cumulative accomplishments

over time

• To provide funders the opportunity to help re-direct the initiative towards activities more

directly related to the mission

• To provide funders the opportunity to see and reward the accomplishments of the

initiative

WHEN SHOULD YOU PROVIDE FEEDBACK?

Your staff should get feedback at regular intervals, especially early in the initiative's

development, so that they can continually adjust their efforts to improve the initiative's results.

You might want to have feedback sessions once a month for the first year and then after that do

them on a quarterly (four times a year) basis. Giving people feedback often gives them the

chance to see what changes have resulted from adjustments they made after the last feedback

session, so that you can all work together to continuously improve your efforts.

HOW SHOULD YOU PROVIDE FEEDBACK?

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BEGIN WITH AN OVERALL STATEMENT SUMMING UP HOW THE INITIATIVE IS

DOING

This statement should be affirming – you don't want to start in on areas that need to be approved

right off the bat – and it should be very specific about what is going well. For example, "We've

received 35 letters from parents praising the school safety committee's work at Uptown Middle

School" is a much more specific statement than "A lot of parents are pleased with the school

safety committee."

Perhaps the data you've gathered will indicate that everything your group has been doing is

perfect. If this is the case, presenting feedback to your group will probably be a breeze.

However, it's more likely that you'll have at least a few areas, or even – perish the thought – a lot

of areas that need improvement. You want the people involved in your initiative to understand

what they could be doing better, but at the same time you will have to be very careful to keep

them from feeling discouraged, angry at themselves, resentful, or insulted by less-than-glowing

feedback.

How do you do this?

PRESENT THE DATA TO THE GROUP AS A GOOD THING

It's important to present the feedback as a good thing, even if the feedback isn't all that positive -

after all, you're giving them information that will help them do a better job. Try to communicate

the value of a group that really wants to know how it's doing. Show them how using data

gathered for your evaluation can help them do that. Provide a shared vision of the initiative as a

catalyst for change: "We can make a difference and we will make a difference, and here's how

we can do it!" Communicating your optimism that the group will ultimately succeed in having an

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impact is very important. In other words, start off with the good news, and then present any bad

news in a way that encourages everyone to work hard to change it.

SHOW GRAPHS

We suggest doing it in this order:

• Process Measures - number of people involved with program, member satisfaction,

amount of activity to make changes in the community relative to the groups goals

• Intermediate Outcomes - the number of changes in the community (e.g., new or modified

programs, policies, practices), information about the context of the initiative and critical

events

• Ultimate Outcomes/Impact Data - data from surveys of behavior change among people

targeted in the intervention, community-level impact data

SHOW NON-GRAPHIC MATERIAL

As we mentioned above, there may be a good deal of material – narratives, examples of

participant work or learning, participant comments – that isn’t best provided in graphic form.

This kind of material also needs to be discussed differently, in that what it communicates may

not be as clear-cut as the data presented in graphs.

Like graphic data, non-graphic data can be examined in relation to process, intermediate

outcomes, and long-term impact. Unlike graphic data, it might take some creativity to understand

the trends or conclusions it demonstrates. (A trend is movement in a given direction that isn’t yet

definite or far-reaching enough to be definitely said to have reached or failed to reach a goal.)

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Much of this data might be best understood in discussion. What specific actions, methods, or

conditions do participant comments refer to, and how could those be changed, if they need to be?

What does participant work show about the effectiveness of your work? What do anecdotes

illustrate about challenges, and about things that need to be adjusted or eliminated?

Most of this is qualitative data, data that can’t or shouldn’t (because it would lose the subtlety of

what it can tell you) be expressed in numerical form.

PRESENT THE INFORMATION

Here are some tips on how to do this:

• Begin with positive information

• Start by asking the group how they would interpret the data - if your interpretation is

different, or if there are differing ideas among the group members, discuss why that might

be so, and how to resolve the differences.

• Give a more detailed example from accomplishments that have happened recently –

within the last few months, if possible

• Point out what is positive about the data

• Discuss with the group any trends in the data, and what those trends mean

• Discuss any suggested re-direction of efforts

• Review examples listed on the graph or in the qualitative information

• Affirm the initiative by noting evidence of progress

• Discuss any comments or questions group members may still have

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If the measure doesn't show recent growth:

• Have the group discuss, using the data, why they think this might be so

• Point out any previous times that growth occurred to keep folks from getting discouraged

- many of these measures will be cyclical in nature – resources generated, for example,

often are recorded in spurts associated with funding deadlines. If it seems appropriate to

point this out, do so.

• Ask the group for ideas about how to adjust the work in order to address the issue, if it

needs to be addressed

• Ask if there were additional activities that were not recorded. List items that have been

recorded over the life of the initiative. You may find things that didn't get recorded, and

this could make a big difference in the results.

SUMMARIZE THE DATA BY DISCUSSING STRENGTHS OF THE INITIATIVE

End on a positive note! You want your staff and volunteers to come away from this presentation

with the resolve to work hard to improve the initiative, and you want to bolster their confidence

that they can accomplish this – so don't let them leave feeling bad about their efforts up until

now. Review the graphs, and be sure to show the graph most directly related to the mission of

the project (most likely, this will be the graph of community change).

IN SUMMARY

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Let's recap the main things to keep in mind when you prepare feedback for your staff:

Present this data as a gift, informing your audience about how the initiative is doing

Focus on the positive – be affirming!

• Convey optimism about the prospects for success (if this is appropriate)

• Convey the need for changes or adjustment (if this is appropriate)

• Convey a shared vision of the initiative as an effective catalyst for change

Remember to keep it positive and give lots of encouragement to the people working on the

initiative. Feedback sessions are meant to make your staff and volunteers want to work harder

and make the initiative better, not to dishearten them.

Chapter 3

COMMUNICATING INFORMATION

WHY INFORM PEOPLE ABOUT YOUR EVALUATION FINDINGS?

There are many reasons you should inform people about your evaluation findings. For one thing,

you want the name and purpose of your coalition or initiative to be recognizable to your

community, and you want them to have a positive impression of you. Releasing your evaluation

findings not only lets people know you exist, but it also lets them know some of what you've

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been doing to help your community. If the findings are positive, it shows that you've been getting

results. If they are less than encouraging, you can use this information to make the case that your

group or coalition needs more public support. Sharing your evaluation findings should also stir

public interest, and provoke thinking and discussion about the issues you're working on. The

main reasons for making your evaluation findings known publicly are to expose the issue and

encourage the public to take action.

There are three main levels of the public that you can tell about your evaluation findings: local,

regional/state, and national. Some reasons for sharing your evaluation results with each of these

levels:

REASONS FOR INFORMING THE PUBLIC AT THE LOCAL LEVEL

• To help raise awareness about the issue

• To help attract volunteers, funding, and in-kind resources from local concerned citizens

and agencies

• To promote awareness of the efforts of volunteers and collaborators

• To help lobby for local ordinances or program changes to address issues of concern

• To provide accountability to the community, trustees, and funders

REASONS FOR INFORMING THE PUBLIC AT THE STATE LEVEL

• To create a "name" for your initiative in the state, which makes it more competitive when

seeking state resources

• To help establish a statewide network of persons and agencies with similar goals

• To help lobby for legislative changes to address the issues of concern

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 • To help the initiative garner recognition and resources from the state and region

REASONS FOR INFORMING THE PUBLIC AT THE NATIONAL LEVEL

• To create a "name" for the initiative nationwide, which makes you more competitive

when seeking resources from the state or federal government or from large private

foundations

• To help tap into nationwide networks of persons and agencies with similar goals and wide

expertise

• To help the initiative garner recognition and resources from across the country

• To encourage community partnerships to work on the problem or issue

THREE TIPS FOR MAKING SURE YOUR FINDINGS AREN'T IGNORED

• Give your information to the right people!

• Address issues which those people think are important

• Be sure the information is presented in time to be useful and in a way that's clearly

understood

WHAT ARE SOME KEY AUDIENCES FOR THE DATA?

Who do you share this data with? Staffs, volunteers, supporters in the community, and funders

are all supporting groups that should be up-to-date on your group's efforts and successes. You

should also share your evaluation findings with your target population--the people you are trying

to help. If you work with a heart disease prevention program and your evaluation shows an

increased risk factor for members of a particular ethnic group, for example, you will want to let

members of that group know in order to spark their interest and make them more receptive to

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whatever work you will be doing in their community. Your target group needs to know what and

how they will need to change to improve their health. Finally, the general public should be kept

informed.

KEY GROUPS TO SHARE YOUR EVALUATION FINDINGS WITH

Local

• Civic organizations

• Business groups

• Grassroots organizations

• School boards

• Parent-teacher groups

• Church organizations

• The local press

• Health organizations

• Elected and appointed local government officials

• Grant makers

State/regional

• State and regional professional conferences,

• Regional professional training workshops

• Grassroots and advocacy organizations

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 • Church conferences

• Grant makers

National

• Professional conferences

• Professional training workshops

• Grassroots and advocacy organizations

• Church conferences

• Grant makers

WHAT ABOUT DIFFICULT AUDIENCES?

• Anticipate their questions, concerns, and objections. Think ahead of time about what this

particular audience won't like about what you have to say, and come up with calm,

measured, logical, and thorough responses for them. If possible, sit down with someone

who knows your audience well to get their feedback on what questions or concerns they

may raise and how they might react to your answers. During the presentation, this will

help you keep from getting flustered and defensive.

• Have a primary figure in your initiative present the findings. Having a director in your

program deliver the data can lend a greater amount of authority to the presentation.

• Have someone else give out the information. With a particularly hostile or uninformed

audience, or an audience that you don't normally have access to, you may wish to let

someone outside your group or initiative relay the evaluation findings - a member of that

group, for example.

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 • Reinforce the data repeatedly

• Keep your cool

PRESENTING EVALUATION RESULTS TO THE PRESS

• Be honest with reporters. It's essential for any spokesperson for your coalition or group

must have credibility with the press. Answer any questions simply and candidly, and if

you can't, explain why.

• Write your own press releases. Give reporters a clear, brief press release with all of the

important information, as well as contact details, in advance in order to clear up

misconceptions and help the press better prepare for your presentation.

• Train your reporters. If your evaluation results are going to include a lot of complicated

statistical information, consider doing an in -house training session for the press. These

workshops should be unbiased, and they should be broad enough that the reporters can

use the information learned for working with other groups, not just yours. Consider doing

an informational workshop or some one-on-one presentations to explain such concepts

as:

o What do percentile scores mean?

o What are some common methods of gathering evaluation data?

o What are community-level indicators?

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HOW DO YOU COMMUNICATE EVALUATION FINDINGS?

DEVELOP A GENERAL PRESENTATION FORMAT THAT CAN BE LENGTHENED OR

SHORTENED DEPENDING ON THE AMOUNT OF TIME AVAILABLE, INCLUDING

COMPELLING DESCRIPTIONS AND VISUALS OF:

• The issue(s) of concern

• The initiative's goals, strategies, and methods for reaching those goals

• Data on activities (e.g., services provided)

• Data on accomplishments (e.g., community changes)

• Data on outcomes (i.e. behavioral measures and community-level indicators)

Keep your visuals simple to cut down on problems interpreting data? The first and last visuals

should contain your message or your primary findings--whatever it is that you most want your

audience to remember afterwards.

Identify different avenues of getting the word out about your evaluation results, such as:

• Word of mouth

• Presentations

• Newspapers and newsletters

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 • Radio - both public service announcements and local news or call-in shows

• Television coverage

• Professional journals

WHY MIGHT YOU USE DIFFERENT FORMATS FOR PRESENTING YOUR

EVALUATION RESULTS?

There are many different types of reports that are suitable for different types of audiences. Some

groups might not be interested in or know how to interpret the statistical details, but would still

like to know the general findings of your report. Funding agents, grant makers, advisory boards,

and program staff will most likely want detailed, explicit information. You should always take

into consideration the type of group you're presenting the information to and tailor your

presentation to that audience.

Here are some ideas of what types of reports work for what audiences:

• Technical reports: This is a detailed report on a single issue, such as a small study on

one or two sample groups. It can be given at a staff meeting or as part of a larger report. o

Best for: Funding agencies, program administrators, advisory committees

• Executive summary: A few pages, usually at the beginning or end of a longer report,

which outlines a study's major findings and recommendations.

o Best for: Funding agencies, program administrators, board members and trustees,

program staff, advisory committees, political bodies, program service providers

(technicians, teachers, etc.)

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• Technical professional paper: A detailed article that summarizes information for a

scientific or technical audience. It usually contains information about what is done, how

to do it, what worked and what did not work, and why.

o Best for: Program administrators, advisory committees, organizations interested in

program content

• Popular article: An article written with the target audience of the medium in mind. Some

magazines and papers target specific populations. It normally contains more information

than a press release, but focuses on two or three quick points.

o Best for: Program administrators, board members and trustees, program staff,

political bodies, community groups, current clients, potential clients, program

service providers, organizations interested in program content

• News release and/or press conference: A gathering with the media done for the purpose

of releasing specific information.

o Best for: Program administrators, the media, wide distribution of simplified

information

• Public meeting: A gathering that's open to the general public where more general

evaluation findings are released in a clear, simple manner, usually with some time set

aside for open discussion.

o Best for: Community groups, current clients, the media

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 • Media appearance: Different from a press release in that this incorporates some sort of

staged event--for example, a local author doing a public reading to highlight awareness

about a study on adult literacy.

o Best for: Current clients, the media

• Staff workshop: A more interactive, working presentation for your group or coalition's

staff and volunteers.

o Best for: Program administrators, program staff, program service providers

• Brochures/posters: Brief, simply-worded printed materials that can be distributed and

mailed to various outlets in the community. Needs to focus on one quick point.

o Best for: Potential clients

• Memo: A short letter circulated internally among program staff.

o Best for: Program administrators, program staff, program service providers

• Personal discussion: Sitting down face-to-face to discuss evaluation findings with an

individual or small group.

o Best for: Funding agencies, program administrators, program staff, program

service providers

POSSIBLE GOALS OF YOUR PRESENTATION

What do you want from the group you're presenting to? How you can best present the evaluation

findings to get those results?

A few things you might be hoping to get back from your audience:

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 • Money and in-kind resources for your initiative

• Volunteers for project activities

• Influence in changing a program, policy, or practice

• Input on how to make the initiative more responsive

• Overcoming resistance to the initiative

• Ideas on how the initiative can become more effective

STEPS IN DEVELOPING YOUR PRESENTATION

• Understand your primary users and audiences. What information do they need and why

do they need it? Try to understand the audience's viewpoint, and be sure to get the report

to them in time for it to be useful to them.

• Review the results of your evaluation with program staff before you write up your

evaluation report. This gives you a chance to get your staff's input on the meaning of the

findings, as well as the opportunity to talk about any ambiguous data that has come up.

• Brief any important political figures before you release your report to the public. This is

especially important if your evaluation findings make it clear that there will be a need for

any changes in policies. Policymakers or agency officials may wish to make a public

response to your findings as well. For example, if your evaluation shows that your

recreation program for families with developmentally disabled children is highly effective

but underfunded, area human service agencies may wish to let people know that they plan

to increase funding for the project in the next budget year.

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• Your final report can just be a short document summarizing the evaluation findings with a

technical appendix for those who are interested.

• If you decide to do an oral presentation, you should make up a small number of charts

and tables--six to ten should be plenty--illustrating the most important findings. Make up

one version--printed on poster board or done as an overhead projection-- to show during

the presentation itself as well as copies that your audience can keep afterwards. You may

also wish to prepare a single sheet summarizing the overall results for the audience to

take home.

• Your report should begin with the reasons the evaluation was done, what questions were

asked, and why those were the questions chosen. Explain what your group or coalition

wanted to learn from the evaluation and what methods were used to conduct the

evaluation.

• Depending on your audience, you may want to simply highlight the results, or you may

want to go into more detail about what you found. Be sure to explain what sort of

implications the results have for your group or initiative. If the evaluation findings have

led you to any particular conclusions about what your group should do in the future, talk

about them.

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 Chapter 4

EVALUATION REPORT OUTLINE:

FRONT COVER

The front cover should include:

• Program title and location

• Name(s) of evaluator(s)

• Period covered by the report

• Date of the report

Lay out your front cover neatly and make it look nice - the front cover is the first thing your

audience sees and it makes an important impression.

SECTION I - SUMMARY (OR EXECUTIVE SUMMARY)

This is a brief (two to three pages) overview of the evaluation outlining major findings and

recommendations. Some folks are too busy to read any further than the summary, so make sure

that this is as complete and clear as possible.

The summary should include:

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• What was evaluated?

• Why was the evaluation done?

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 What are the major findings and recommendations?

And, if space permits:

• What audience is the report aimed at?

• What decisions, if any, need to be made or have been made based on the

results of the evaluation?

• Who else might find the report to be of interest or importance?

SECTION II - BACKGROUND INFORMATION ABOUT THE PROGRAM

Presumably, most of the people reading your evaluation report will at least be somewhat

familiar with the program, but that's not necessarily the case. And even people who are familiar

with the program may have some misconceptions, so take the time to make your goals, strategic

plan, organizational structure, and other essential program elements clear.

Typically, this section will include:

• Origins of the program

• Program goals

• Clients involved with the program

• Administrative/organizational structure

• Program activities and services

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 • Materials used and produced by the program

Program staff

SECTION III - DESCRIPTION OF THE EVALUATION

This part explains why an evaluation was done and what you hoped to learn from it. It should

also explain anything the evaluation was not intended to do.

Here are some of the questions that should be answered by this section:

• Who requested the evaluation?

• Was the evaluation meant to satisfy any particular audience and, if so,
which one(s)?

• Were there any restrictions to the evaluation in terms of money, time, or

other resources?

• Was any particular kind of evaluation design used and, if so, why?

• What was the timetable for collecting data?

• For each measure, what sort of data was collected?

• What sort of methods was used to gather data, and why were these

particular methods chosen?

• How did the evaluators ensure accuracy?

SECTION IV - RESULTS OF THE EVALUATION

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This part will explain what your findings were in detail.

This section may include:

All data collected - analyzed, recorded, and organized in understandable forms (charts,

tables, graphs, etc.)

• Excerpts from interviews

• Testimonials from participants and clients

• Questionnaire results

• Test scores

• Anecdotal evidence

SECTION V - DISCUSSION OF RESULTS

Here is your chance to go into more detail --the why of your evaluation results.

This part should answer the following questions:

• How sure are you that your program or initiative caused these results?

• Were there any other factors that could have contributed to the results?

• How are the results different from what they would have been if your

program didn't exist?

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 • What do the evaluators feel are the strengths and weaknesses of your
program?

SECTION VI - COSTS AND BENEFITS

This part of the report is optional - if you choose to include it, it gives you a chance to justify

your program's budget and financial choices.

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If you include it, here's what we suggest you include:

• Costs associated with the initiative (not only financial costs, but costs in

terms of resources, energy, results, and staff/volunteer hours)

• Methods used to come up with the budget

• Benefits from the program (both financial and non-financial)

SECTION VII - CONCLUSIONS

After writing all this stuff up, it may be tempting to dash off a quickie conclusion to this report,

but avoid that temptation!

This is a very important piece of the big pie, because this is where you make your

recommendations:

• What major conclusions about the initiative can be reached as a result of

this evaluation?

• Is there anything you feel should not be judged at this time, and if so, why?

• Based on the evaluation results, what recommendations can you make for
the program?

• If the evaluation gives you any idea of what the future holds for the

initiative, what would that be?

• What worked well about the evaluation? What didn't work so well?

• What recommendations do you have for anyone doing future evaluations

with the program?

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ASSIGNMENT:

1.a)Collecting information or data is just one part of the process of monitoring and evaluation.

What is meant by data analysis?

(b) State any three uses of monitoring and evaluation results.

(c) Describe any seven factors that may lead to project failure.

2. Identify any six parts of a monitoring and evaluation report

3.Why is feedback an important component of project monitoring and evaluation?

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