Making evaluations matter : A practical guide for evaluators

dc.contributor.authorKusters, Cecilees
dc.contributor.colaboratorVugt, Simone Vanes
dc.contributor.colaboratorWigboldus, Seerpes
dc.contributor.colaboratorWilliams, Bobes
dc.contributor.colaboratorWoodhill, Jimes
dc.contributor.corpauthorCentre for development innovationes
dc.date.accessioned2011-10-17T00:01:10Z
dc.date.available2011-10-17T00:01:10Z
dc.date.issued2011
dc.descriptionXII, 118 p. : ill.es
dc.descriptionLibro Electrónicoes
dc.description.abstractThis guide is primarily for evaluators working in the international development sector. It is also useful for commissioner of evaluations, evaluation managers and M&E officers. The guide explains how to make evaluations more useful. It helps to better understand conceptual issues and appreciate how evaluations can contribute to changing mindsets and empowering stakeholders. On a practical level, the guide presents core guiding principles and pointers on how to design and facilitate evaluations that matter. Furthermore, it shows how to get primary intended users and other key stakeholders to contribute effectively to the evaluation process.es
dc.description.tableofcontentsTable of contents A letter to the reader ix Introduction xi 1 Core principles for guiding evaluations that matter 1:13 1.1 Utilization-focused, influence- and consequence-aware . 1:14 1.2 Stakes, stakeholder engagement and learning 1:19 1.3 Situational responsiveness . 1:19 1.4 Multiple evaluator and evaluation roles 1:21 1.5 Some key points on core principles for guiding evaluations that matter . 1:22 2 Suggested steps for designing and facilitating evaluations that matter 2:23 2.1 Establish ability and readiness for evaluation . 2:26 2.2 Focus the evaluation . 2:30 2.3 Implement the evaluation . 2:45 2.4 Evaluate the evaluation 2:59 2.5 Some key points on suggested steps for designing and facilitating evaluations that matter 2:60 3 Getting stakeholders to contribute successfully 3:61 3.1 Who the stakeholders are . 3:61 3.2 What are the stakes and who has these stakes? 3:62 3.3 Why encourage stakeholder engagement? . 3:63 3.4 How much engagement? 3:63 3.5 Who to engage and what are the consequences of these choices? . 3:66 3.6 Evaluation roles needed in balancing content and people processes 3:70 3.7 Engaging stakeholders effectively . 3:76 3.8 Strategies for addressing group issues 3:77 3.9 Some key points on getting stakeholders to contribute successfully . 3:78 4 Turning evaluation into a learning process 4:79 4.1 Learning in evaluative practice 4:80 4.2 Experiential learning cycle 4:81 4.3 Single, double and triple loop learning . 4:83 4.4 Key learning moments during the evaluation process 4:85 4.5 Enhancing learning . 4:87 v 4.6 Dealing with diversity in learning processes . 4:88 4.7 Some key points on turning evaluation into a learning process 4:89 5 Thinking through the possible influences and consequences of evaluation on change processes 5:91 5.1 How change happens 5:93 5.2 Some key points on thinking through the possible influences and consequences of evaluation on the change process 5:96 Conclusion: Evaluations matter 97 Annex A: xamples of (Learning) Purposes, Assessment Questions, Users and Uses E of an Evaluation for a Food Security Initiative 99 Annex B: Contrasts between Traditional Evaluation and Complexity-Sensitive Developmental Evaluation 101 References 105 Glossary . 111 Acronyms and abbreviations . 114 Index . 115 List of figures Figure 2.1 Flow Chart – Evaluation Design and Facilitation . 2:24 Figure 2.2 A Theory of Change for Agri-ProFocus (APF) 2:38 Figure 3.1 Influence Matrix of Stakeholders on an Evaluation . 3:69 Figure 3.2 Life-Cycle: Stages of Group Formation 3:76 Figure 4.1 Stages of the Experiential Learning Cycle . 4:81 Figure 4.2 Single, Double and Triple Loop Learning 4:84 Figure 5.1 Matrix Showing Factors Promoting Transformation at the Individual, Relationship, Cultural and Systems Levels 5:94 List of tables Table 1.1 Consequences of Evaluation Use 1:18 Table 2.1 Criteria for Assessing Ability and Readiness for Evaluation . 2:27 Table 2.2 Example of Stakeholder Participation in Evaluation 2:43 Table 2.3 Example of an Evaluation Matrix for an Agricultural Development Initiative for Improved Livelihoods . 2:49 vi Table 3.1 Examples of Situational Factors in Evaluation that Can Affect Stakeholders’ Participation and Use 3:66 Table 3.2 Examples of Situations that Pose Special Challenges to Evaluation Use and the Evaluator’s Role 3:73 Table 3.3 Stages of Group Formation, Group Characteristics and Expectations, and Role of the Evaluator/Manager . 3:77 List of boxes Box 1.1 Threats to Utility . 1:15 Box 1.2 Being Clear about Your Own Principles for Evaluation 1:16 Box 2.1 Readiness for Evaluation . Readiness for Change? . 2:28 Box 2.2 Adding Rigour to the Evaluation Process 2:28 Box 2.3 Standards for Evaluation . 2:33 Box 2.4 Definition of Key Evaluation Areas 2:40 Box 2.5 Evaluation / Performance / Learning Questions 2:41 Box 2.6 Examples of Evaluation Questions in Relation to Key Evaluation Areas 2:41 Box 2.7 Suggested Outline for a Work Plan for an Evaluation . 2:47 Box 2.8 Sample Format for Terms of Reference . 2:47 Box 2.9 Measuring Change with an Open Mind - Most Significant Change (MSC) Technique and Participatory Video in Zanzibar 2:51 Box 2.10 Poor Feedback with Serious Consequences 2:57 Box 2.11 Ten Guidelines for Useful and Practical Recommendations 2:58 Box 3.1 Multiple Stakes in a Street Kids’ Programme . 3:63 Box 3.2 Empowering Stakeholders through Evaluation 3:64 Box 3.3 Integrating Self-assessment in Evaluation: A Story from the Centre for Development Innovation . 3:65 Box 3.4 Stakeholder Participation in Data Collection and Analysis – Mixed Feelings About Consequences . 3:70 Box 3.5 Essential Competencies for Programme Evaluators . 3:72 Box 3.6 Changing the Focus of an Evaluation Half-Way through the Process 3:74 Box 4.1 An Example of the Experiential Learning Cycle Applied to an Evaluation 4:82 Box 4.2 Selected Barriers to Learning . 4:85 Box 4.3 Critical Reflection Questions 4:86 Box 4.4 Factors Affecting Learning from an Evaluation 4:88 Box 5.1 An Evaluation Process that Influenced Change Processes . 5:92 Box 5.2 Possible Reactions of Stakeholders to Change . 5:93 Box 5.3 Learning-Based Change and the Learning Organisation’s Characteristics 5:95es
dc.format.mimetypeapplication/pdfes
dc.identifier.citationKusters, C.S.L. et al. 2011. Making evaluations matter: A practical guide for evaluators. Centre for Development Innovation, Wageningen University & Research centre, Wageningen, The Netherlands.es
dc.identifier.isbn978-90-8585-971-0
dc.identifier.urihttp://libros.metabiblioteca.org/handle/001/330
dc.language.isoenges
dc.publisherWageningen : Wageningen University, CDI, 2011.es
dc.rightsCopyright © Centre for Development Innovation, Wageningen University & Research centre. All rights reserved.es
dc.rightsSingle copies and extracts from this book may be reproduced for non-commercial purposes without permission, provided acknowledgement is given by using the full citationes
dc.rights.accessrightsopenAccesses
dc.sourcehttp://library.wur.nl/WebQuery/wurpubs/405451es
dc.sourcehttp://www.cdi.wur.nl/NR/rdonlyres/66764817-54E3-4DCB-BD4F-806B403F892C/139231/2011_guide_MEMguide.pdfes
dc.sourcehttp://www.cdi.wur.nl/UK/resources/publications/es
dc.subjectAssessment guidees
dc.subjectAcademical designes
dc.subjectLearning facilitationes
dc.subjectSeguimiento, Evaluación y Sistematizaciónes
dc.subjectMonitoringes
dc.subjectEvaluation and Learninges
dc.titleMaking evaluations matter : A practical guide for evaluatorses
dc.typeBookes
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