Evaluation content and tools
Use our tools to identify which activity elements to monitor and the specific questions you need to answer.
Now that you know the goals of your evaluation and have organised your participants and funding, you need to devise the specific questions you'll need to collect data on.
Activities should be evaluated against their:
- format and delivery — all activities can be evaluated against the same set of format standards, although delivery methods can be different for children.
- subject matter — this changes based on the audience's age, cultural background or special needs.
Evaluating format and delivery
The format of your activity includes:
- the theoretical basis of the activity
- resources, eg staff and facilitators, training
- timing and duration, eg the number of sessions and how long they last
- how your activity addresses community needs (including cultural needs)
- how your messages are reinforced outside of the activity
- the teaching or communication methods you're using
- the ethical guidelines you've set.
In general, effective activities:
- foster community networks and partnerships
- use both male and female facilitators
- are comprehensive, evidence-based and theoretically grounded
- recognise cultural diversity and are tailored to their audience
- use research and evaluation to assess need, reflect on the work being undertaken, determine programme effectiveness and promote continuous quality improvement
- are responsive to community needs, beliefs, practices and norms, and challenge cultural norms where necessary
- provide opportunities for the development of new skills
- safeguard the rights of participants and have clear guidelines and management processes in place for dealing with disclosures.
Theories and models
The basics — format and delivery
Format and delivery for children and young people
Ethics, confidentiality and disclosure
Activity assessment tool
This tool contains the current best practice on what works in activity format and delivery. Use the tool to help you identify how your activity aligns with best practice, and what steps you can take to be more effective.
Not all the questions on the assessment tool will apply to your activity.
Evaluating subject matter
Your evaluation is looking for changes in knowledge, attitudes, skills and behaviour based on the subject matter you're delivering. Subject matter includes:
- healthy sexuality
- challenging rigid gender roles or stereotypes
- identifying sources of support
- healthy relationships
- identifying and responding to potential abuse situations
- bystander skills.
Different types of activities and audiences require different subject matter.
References
- What is effective primary prevention in sexual assault? Translating the evidence for action — Quadara, A. & Wall, L. (2012)
- The program really gives you skills for dealing with real life situations: Results from the evaluation of the Sex+ Ethics Program with young people from Wellington, New Zealand — Carmody, M., Ovenden, G., & Hoffmann, M. (2011)
- Sexual violence and social media: Building a framework for prevention — Fairbairn, J., Bivens, R., & Dawson, M. (2013)
- Russell, N. (2008). What works in Sexual Violence Prevention and Education
- Smith, L. (1999). Decolonising methodologies: Research and indigenous peoples. New York & Dunedin: Zed Books & Otago University Press
- Jones, B., Ingham, T., Davies, C., & Cram, F. (2010). Whānau Tuatahi: Māori community partnership research using a Kaupapa Māori methodology. MAI Review, 3, 1-4
- Cavino, H. M. (2013). Across the colonial divide: Conversations about evaluation in indigenous contexts. American Journal of Evaluation, 34(3), 339-355.
- Grennell, D., & Cram, F. (2008). Evaluation of Amokura: An indigenous family violence prevention strategy. MAI Review, 2, Article 4, 1-10.