LDP608: Project Monitoring and Evaluation

UNIVERSITY OF NAIROBI
COLLEGE OF EDUCATION AND EXTERNAL STUDIES
SCHOOL OF CONTINUING AND DISTANCE EDUCATION
DEPARTMENT OF EXTRA-MURAL STUDIES

COURSE: MASTERS OF ARTS IN PROJECT PLANNING AND MANAGEMENT

UNIT CODE: LDP 608
UNIT NAME: PROJECT MONITORING AND EVALAUATION
LECTURER: DR. FLORENCE ITEGI
LIST OF GROUP MEMBERS

NO
.
1.
2.
3.
4.
5.
6.
7.
8.

NAME

REF: NO.

MWAHENDO COLLINS CHIKO

KAHINDI KARISA MASHA
MMBANO PATRICK MUKINGI
GETRUDE MUHUTSU
ADAM EDDLE MOHAMED
LILIAN NYAEMA
RESLY MAKENA MUTUA
WAMBUA VINCENT

9.
10.

OMBOGO MOSES ODHIAMBO

MUKHULE CONSTANCE

L50/83970/2012
L50/82202/2012
L50/70314/2011
L50/62261/2012
L50/80462/2012
L50/60483/2013
L50/61387/2013
REF.
No.12756/2013
L50/84191/2012
L50/79392/2012

SIGNATURE

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Table of Contents
Cover page1
Task/Assignment.3
Introduction4
Types of Evaluation in Project Monitoring and Evaluation5
External Evaluation5
Internal Evaluation..6
Forms of Evaluation7
Formative Evaluation..9
Summative Evaluation.9
Other Forms of Evaluation9
(i)Impact Evaluation...9
(ii)Process Evaluation10
(iii) Baseline Evaluation11
(iv) Cost Benefit and cost Effectiveness Evaluation...12
Participatory Evaluation Approach16
Conclusion..20
References...21
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Term Work /Assignment/Task

Types of Evaluations in Project Monitoring and Evaluation

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1.0 Introduction
In the course of implementing a project, various types of information are gathered. Project
managers often want to know how many individuals participated in an event, whether
participants were satisfied with the logistics, and whether staff members and volunteers feel
confident in their ability to deliver a particular educational experience. Answers to these
questions provide useful information. They help managers monitor specific aspects of the
project. However, in practice, this type of information gathering tends to be more sporadic and
patchy than methodical and comprehensive.
1.1.0

Definition of Evaluation

Evaluation is an analytical process aimed at determining as systematically and objectively as

possible the efficiency, effectiveness, significance and relevance of a project. Evaluation can also
be defined as the systematic collection of information about activities, characteristics, and
outcomes of projects to make judgments about the project, improve effectiveness, and/or inform
decisions about future programming (Patton, 1987). Evaluation is not merely the accumulation
and summary of data and information about a project. Importantly, evaluation provides managers
with well-documented and considered evidence to support the decision-making process.
Project evaluation serves two general purposes. Evaluation helps to determine the projects merit
(Does it work?) and its worth (do we need it?). Evaluation helps decision-makers determine if a
project should be continued and, if so, suggests ways to improve it. Additionally, evaluation
documents project (and program) accomplishments (Gudda, 2011). If the project has been
designed properly with well-articulated objectives that specify what must be accomplished, to
what degree, and within what time period, the evaluation can determine whether or not the
objectives are being met. The evaluation can gather information as to why a project is or is not
meeting its objectives. It is therefore important to understand the different types of evaluation
that can be conducted over a programs life-cycle and when they should be used.

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2.0. Types of Evaluation in project Monitoring and Evaluation

2.1. External Evaluation.

This is evaluation that is carried out by someone who is (or was) not directly involved in the
development or operation of the system being evaluated, i.e. by someone from out with the
project team. Clearly, such an external evaluator has a number of advantages, bringing (it is to be
hoped) objectivity, lack of vested interest, and the ability to look at matters from a fresh
perspective. An external evaluator also has a number of disadvantages, however, most of which
are related to relative value systems and to the lack of involvement the evaluator has had in
project-related decisions. Such an evaluator may not, for example, fully appreciate why the
development team chose to act in a particular way, or appreciate the thinking that lay behind
certain decisions. The project team may also feel threatened by the evaluator, and feel that alien
values or a negative, 'nit-picking' approach are being adopted (Blank R. 1993)

External project evaluation is the classical form of evaluation. In this context external means
that the evaluators are not project members, but experts from the North, South or East who,
owing to their specific skills and in line with specifications, are called in for a period of one to
three weeks to investigate the defined questions. External evaluations are therefore suitable for
factual issues, relatively complex situations, and overall appraisals. With their outsiders view
the external evaluators use appropriate methods to collect information on the project and its
environment, in order to assess and answer the questions posed. The end product is a report
which they submit to the commissioning party( ILO March 2013)
The strengths of an external evaluation lie in its distance and its independence. On the basis of
their experience, the evaluators can make comparisons and hence see things which those who are
directly involved cannot or can no longer see. Questions of sustainability, impact and
effectiveness can be addressed through an external evaluation. The external evaluation is the
only possible form of evaluation for conducting a cross-sectoral analysis.
The weaknesses of an external evaluation lie in the substantial effort required in its preparation
and implementation, as well as its limited time frame. Only part of the various realities can be
examined within the short time available. This necessarily calls for more detailed analysis.
Moreover, an external evaluation provides a mere snapshot whereby current events can
completely overshadow any longer-term assessment. However, evaluations that refer to the
results of monitoring can better determine the dynamics of a particular action.

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Costs of an external evaluation: The goal and tasks of an evaluation influence the budget in
different ways. A prior self-evaluation can result in a shorter mandate for the external evaluation,
thereby reducing external costs.
2.2. Advantages of External Evaluation
Provide supportive feedback for decision making
It provides for expertise knowledge to boost project performance
It provides assistance in development of new products or services
The evaluation are carefully elected and possess the relevant skills
The evaluation team have little or no interest on the project
2.3 Disadvantage of External Evaluation
There are dangers of external evaluators coming with preconceived ideas which influence
the evaluation results.
It is expensive and time consuming, the external evaluators have to be paid well
The context may not only be new but unfamiliar to the external evaluators and this may
affect the evaluation results
May lack basic information about the project in progress
3.0 Internal Evaluation.
Internal evaluation is conducted and managed by project management, with little or no budget being
required. The self-evaluation should include assessments of relevance, effectiveness, efficiency,
impact and sustainability. Sometimes considered a part of regular project reporting, a self-evaluation
should address issues of project accountability to the extent possible, as well as offer insights into
how future projects might benefit from knowledge gained through the self-evaluation (ILO March
2013).

This is evaluation that is carried out by someone from the actual project team. Clearly, such an
evaluator has the advantage of understanding fully the thinking behind the development, together
with an appreciation of any problems that may have arisen, and should also command the trust
and cooperation of the other members of the team. On the other hand, such an evaluator may find
it difficult to make any criticisms of the work carried out, and, because of their close
involvement with the project, may be unable to suggest any innovative solutions to such
problems that are identified. Such an internal evaluator will know only too well how the
members of the group have struggled to produce their course, curriculum or package, and may
shrink from the thought of involving them in more work.
In a self-evaluation (Internal evaluation), the programme or project members analyze their own work
from the internal standpoint. Possible questions to be addressed include:
Do the results meet expectations or plans? How can the context are better leveraged
Or our own performance be improved? In what way does collaboration function with other partners, and
how does it function internally? Are the tasks and roles clearly defined on all sides? What can be
improved? If necessary, an external person is called in to moderate the process.
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The strengths of a self-evaluation lie in the evaluators detailed and specific knowledge of the project and
the participating institutions in the partner country. It can be flexibly conducted with little effort on a
regular basis, and facilitates rapid adjustments. It promises to be successful if those involved are
sufficiently self-critical, and generally leads to stronger team building and cooperation.
Weaknesses result from the tendency not to see the forest for the trees and when there is no distance from
daily operations. Self-evaluation is also less suitable for analyzing issues of relevance in a broader
context.
3.1Advantages of Internal Evaluation in Project Management

It has the ability to get first-hand information

It involves internal parties who understand the project better
It is easier to plan as insider
It gives room for modification
It enhances commitment of those involved among others

3.2 Disadvantages of Internal Evaluation in project Management

It involves bias due to the tendency to defend or justify activities

It is ineffective especially in case of difficulties that may require external evaluators
It is limited to old project as internal evaluators not conversant with new project.
Evaluators may lack objectivity in dealing with fellow staff
There tend to be personal influence in collecting evidence data or information

4.0 Forms of Evaluation in Monitoring and Evaluation

Owen (2006) outlines the following 5 main forms of evaluation studies which serve as a very
useful framework for identifying the purpose of the study and setting the boundaries for what the
study will focus on.
The circumstances of each evaluation differ and it is important to ensure that the methodology
fits the type of project and the outcomes to be measured. In designing an evaluation framework,
it is necessary to bear in mind that there are a number of forms of evaluation. Evaluations can
be proactive in order to scope the environment in which the project is to take place. Still in the
early stages of a proposal, another form of evaluation is to clarify the objectives and ensure that
the outcomes and the objectives are logically connected. Once a project is operative, it may be
necessary to modify the design and an interactive form of evaluation is used to obtain data from
the participants to establish if the design of the project is working well or needs to be changed.
To ensure that the project meets its objectives it is necessary to monitor the progress of the
project being evaluated. Finally, and most commonly, the impact of the project may have to be
measured to ascertain if the objectives have been achieved and whether any modifications are
recommended for the future. Most evaluations will focus on more than one of these forms.

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The eventual form of the evaluation activity is determined by the focus of the evaluation and the
scope. The scope refers to the boundaries of the evaluation activities, e.g. timeframe, discipline
area(s), extent of measurement, etc,
4.1.0 Summative Evaluation
This is done at the end of the project and involves considering the project as a whole, from
beginning to 'end'. It is meant to summarize and inform decisions about whether to continue the
project (or parts of it), whether it is valuable to expand into other settings.
It can also take place during and following the project implementation, and is associated with
more objective, quantitative methods. The distinction between formative and summative
evaluation can become blurred. Generally it is important to know both how an intervention
works, as well as if it worked. It is therefore important to capture and assess both qualitative and
quantitative data.
At the completion of the program it may also be valuable to conduct summative evaluation. This
considers the entire program cycle and assists in decisions such as:
Do you continue the program?

If so, do you continue it in its entirety?

Is it possible to implement the program in other settings?
How sustainable is the program?
Was the project effective in attaining the desired objectives or benefits? How did the

project impact the intended audience(s)?

What elements could have helped or hindered the program?
What recommendations have evolved out of the program?
What were the main benefits and disappointments?
In retrospect, what could have strengthened it? Something similar?
What aspects will be sustained and how?

Results of a summative evaluation are used to, inform stakeholders about the value of a project
informs decision-makers about the value or worth of the project, helps provide the information
necessary to make decisions about the continuation, revision, or expansion of the project.
4.2 Formative Evaluation
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Formative evaluation is conducted throughout the project, during project design, development,
and implementation. Most often, formative evaluation is used to test out methods and materials.
At its best, formative evaluation can be an essential decision-making tool that will transform the
project. Formative evaluation often lends itself to qualitative methods of inquiry.
Formative evaluation:

Gathers information/data about an audiences reaction to and learning from a projects

pilot or prototype products/materials. Changes may also be made as a result of formative

evaluation.
Gathers information/data about problems with project delivery, and assesses progress

towards outcomes of a project during implementation.

Helps provide information that can be used in making decisions about modification,
Can lead to continuation, expansion or termination of the project

Questions that might be addressed by formative evaluation include:

Is a particular project reaching its target audience?

Is the project being implemented well? Are the intended activities, products, or services

being provided?
Is the project effective in attaining the desired objectives or benefits?

4.3. Impact Evaluation

Impact evaluation involves judging the extent to which your project has had an effect on the
changes you were seeking i.e. the extent to which your project has met its goals and objectives.
Impact evaluation judges how well the objectives were achieved and outcome evaluation
involves judging how well the goal has been achieved. It involves seeking answers to questions
such as:

How well has the project achieved its objectives (and sub-objectives)?

How well have the desired short term changes been achieved?

What progress has been made toward achieving the goal?

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To what extent has the project met its objectives?

How effective has the project been at producing changes?

Are there any factors outside of the project that have contributed to (or prevented) the
desired change?

Has the project resulted in any unintended change?

For example, one of the objectives of the My-Peer project is to provide a safe space and
learning environment for young people, without fear of judgment, misunderstanding, harassment
or abuse. Impact evaluation will assess the attitudes of young people towards the learning
environment and how they perceived it. It may also assess changes in participants self esteem,
confidence and social connectedness.
Impact evaluation measures the program effectiveness immediately after the completion of the
program and up to six months after the completion of the program.
4.4. Process Evaluation
Cluster evaluation of projects to assess the efficiency and effectiveness of a particular process
and modality they have adopted. This involves judging the activities (or strategies) of your
project. Process evaluation is used to measure the activities of the program, program quality and
who it is reaching. Process evaluation, as outlined by (Hawe et al, 1990) will help answer
questions about your program such as:

Has the project reached the target group?

Are all project activities reaching all parts of the target group?

Are participants and other key stakeholders satisfied with all aspects of the project?

Are all activities being implemented as intended? If not why?

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What if any changes have been made to intended activities?

Are all materials, information and presentations suitable for the target audience?

4.5. Goals based Evaluation

Evaluation has typically involved measuring whether predetermined targets have been met. You
may be familiar with the term SMART (Specific, Measurable, Attainable, Relevant, and
Timely) targets. These type of targets fall under the banner of goals-based evaluation.
Goals-based evaluations have objectively-set targets usually determined by people responsible
for the funding or implementation of the project. Goals-based evaluation does not question
whether the selected goals are valid, nor whether appropriate measures of effectiveness are being
assessed. Evaluation has typically involved measuring whether predetermined targets have been
met. Recent behavior change and research and evaluation practice proposes the use of goals-free
evaluation.
4.6. Goals-free Evaluation
Goals-free evaluation looks at emergence and unintended consequences of a project, by
looking at the actual effects without pre-empting what these may be. This type of evaluation
focuses on the change process within the target group. The goals-free evaluation parallels a
social learning approach to evaluation which can be desirable where the goal of a project seeks to
build capacity of people to manage a complex issue. In such cases, relying solely on a goalsbased evaluation may not be appropriate as it can be difficult to set targets and quantify a process
of change, as well as capture change which one may not anticipate.
A key point to consider in setting goals and indicators of success is the validity of the indicator.
This is especially important when you are looking to measure a largely unobservable behavior
(for example, those that happen within the home, and cannot be readily objectively observed). In
such cases, proxy indicators are often used (for example, household electricity use) but these
indicators may be gross measures that consist of many varied behaviours, of which only one may
be of interest. The question is how to establish meaningful indicators.
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4.7 Ex-ante Evaluation (Needs assessment/ Baseline Survey)
As might be expected, a front-end evaluation or needs assessment takes place prior to
undertaking the project. Front-end evaluation gathers information/data about the gap between the
current and desired level of audience skills, knowledge, attitudes, and behaviors. It takes place
before the project is designed. It helps confirm or negate assumptions of audience characteristics
and appropriate content, define goals and objectives, and identify stakeholders and potential
collaborators. It is carried out during the planning phase of the project.
Questions that might be addressed by Ex-ante evaluation include:

What are the nature and scope of the problem? Where is the problem located, whom does

it affect, and how does it affect them?

What is it about the problem or its effects that justifies new, expanded, or modified

projects or programs?
What feasible actions are likely to significantly ameliorate the problem?
What has the project set out to achieve?
What are the objectives of the project?
Who are the intended beneficiaries and how are they to benefit?
What are the main intended inputs (financial, technical, manpower, materials, etc)?
What are the main intended outputs?
How do the outputs relate to the project objectives?
What is the projects implementation plan?
Have the alternative methods of achieving project objectives considered?

4.8. Ex-post evaluation

This is conducted two years or more after the completion of the project or programme. It is
preferred for clusters of projects in a particular sector or geographical locations that concentrate
on a specific theme in order to generate generic lessons and identify relevant policy issues.
It judges the relevance, performance and success of the interventions at the project or
programme, sectoral or thematic levels.
Lessons learnt (best and worst practices, intended and unintended, costs and benefits,
applicability of lessons at sectoral and thematic levels and across geographical boundaries) forms
the basis for policy formulation and future programming.

4.9. Cost benefit and cost effectiveness Evaluation/Analyses

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These analyses compare a programs outputs or outcomes with the costs (resources expended) to
produce them. When applied to existing programs, they are also considered a form of program
evaluation. Cost-effectiveness analysis assesses the cost of meeting a single goal or objective,
and can be used to identify the least costly alternative to meet that goal. Cost-benefit analysis
aims to identify all relevant costs and benefits, usually expressed in dollar terms.
4.10. Strategic evaluation
Strategy Evaluation is as significant as strategy formulation because it throws light on the efficiency and
effectiveness of the comprehensive plans in achieving the desired results. The managers can also assess the
appropriateness of the current strategy in todays dynamic world with socio-economic, political and
technological innovations. Strategic Evaluation is the final phase of strategic management.
The significance of strategy evaluation lies in its capacity to co-ordinate the task performed by managers,
groups, departments etc, through control of performance. Strategic Evaluation is significant because of various
factors such as - developing inputs for new strategic planning, the urge for feedback, appraisal and reward,
development of the strategic management process, judging the validity of strategic choice etc.
The process of Strategy Evaluation consists of following steps

Fixing benchmark of performance - While fixing the benchmark, strategists encounter

questions such as - what benchmarks to set, how to set them and how to express them. In
order to determine the benchmark performance to be set, it is essential to discover the
special requirements for performing the main task. The performance indicator that best
identify and express the special requirements might then be determined to be used for
evaluation. The organization can use both quantitative and qualitative criteria for
comprehensive assessment of performance. Quantitative criteria include determination of
net profit, ROI, earning per share, cost of production, rate of employee turnover etc.
Among the Qualitative factors are subjective evaluation of factors such as - skills and

competencies, risk taking potential, flexibility etc.

Measurement of performance - The standard performance is a bench mark with which
the actual performance is to be compared. The reporting and communication system help

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in measuring the performance. If appropriate means are available for measuring the
performance and if the standards are set in the right manner, strategy evaluation becomes
easier. But various factors such as managers contribution are difficult to measure.
Similarly divisional performance is sometimes difficult to measure as compared to
individual performance. Thus, variable objectives must be created against which
measurement of performance can be done. The measurement must be done at right time
else evaluation will not meet its purpose. For measuring the performance, financial
statements like - balance sheet, profit and loss account must be prepared on an annual

basis.
Analyzing Variance - While measuring the actual performance and comparing it with
standard performance there may be variances which must be analyzed. The strategists
must mention the degree of tolerance limits between which the variance between actual
and standard performance may be accepted. The positive deviation indicates a better
performance but it is quite unusual exceeding the target always. The negative deviation is
an issue of concern because it indicates a shortfall in performance. Thus in this case the
strategists must discover the causes of deviation and must take corrective action to

overcome it.
Taking Corrective Action - Once the deviation in performance is identified, it is
essential to plan for a corrective action. If the performance is consistently less than the
desired performance, the strategists must carry a detailed analysis of the factors
responsible for such performance. If the strategists discover that the organizational
potential does not match with the performance requirements, then the standards must be
lowered. Another rare and drastic corrective action is reformulating the strategy which
requires going back to the process of strategic management, reframing of plans according
to new resource allocation trend and consequent means going to the beginning point of
strategic management process.

4.11. 0 Operational evaluation:

An operational evaluation deals with operational issues such as application procedures or
performance of the programme. In an operational evaluation the efficiency and effectiveness of

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the programme will be the central focus.
These types of evaluation are often performed in combination. For example:

A thematic cross-programme evaluation could focus on innovation in several

programmes;

An operational cross-programme evaluation would look at operational aspects of several

programmes, such as the performance of the indicators in several programmes.

4.12.0 Evaluation by Scope

i.

Project evaluation
This is conducted for a single project. Focus depends on the timing of the evaluation i.e.
whether formative or summative

ii.

Sectoral evaluations
This is the cluster evaluation of project in a sector.
It focuses on a comparison of the strengths and weaknesses of different approaches,
modalities and/ strategies to address sectoral issues, collective effects of the projects on
sectoral objectives at the country, regional and/global level

iii.

Thematic evaluation
This is a cluster evaluation of projects addressing a particular theme that may cut across
sectors or geographical boundaries.

iv.

Programme evaluation
Evaluation of programme (using the programme approach) and the portfolio of activities
under the same management or fund.

4.13.0 Policy evaluation

Evaluation of a cluster of projects dealing with particular policy issues at the sectoral or thematic
level.
It aims at supporting policy making by recommending new policies or changes in the existing
ones that are necessary to attain the sectoral/thematic objectives.

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It focuses on relevance, implications/impact of policies on directly and indirectly affected by
them, costs and benefits, effectiveness of institutional arrangements to implement/enforce the
policies.
5.0. Midterm and Terminal Evaluations
i.

Midterm

Midterm evaluation is conducted at midpoint of the project implementation. It focuses on the

relevance, performance (effectiveness, efficiency and timeliness), issues requiring decisions and
actions, initial lessons learned about project design and implementation.
ii.

Terminal

This evaluation is conducted at the end of the project implementation. It focuses on; relevance,
performance (effectiveness, efficiency and timeliness), issues requiring decisions and actions,
initial lessons learned about project design and implementation.
Early signs of potential impact and sustainability of results, including the contribution to capacity
development, recommendations for follow up activities and those proposed e.g. second phase of
a project.
6.0. Participatory Evaluation Approach to Monitoring and Evaluation
What is participatory evaluation?
Participatory monitoring and evaluation is not just a matter of using participatory techniques
within a conventional monitoring and evaluation setting. It is about radically rethinking who
initiates and undertakes the process, and who learns or benefits from the findings.
Institute of Development Studies, 1998
Participatory evaluation is a partnership approach to evaluation in which stakeholders actively
engage in developing the evaluation and all phases of its implementation. Those who have the
most at stake in the program partners, program beneficiaries, funders and key decision makers
play active roles. Participation occurs throughout the evaluation process including:

Identifying relevant questions;

planning the evaluation design;

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Selecting appropriate measures and data collection methods;

Gathering and analyzing data;
Reaching consensus about findings, conclusions and recommendations;
Disseminating results and preparing an action plan to improve program performance.

Fundamentally, participatory evaluation is about sharing knowledge and building the evaluation
skills of program beneficiaries and implementers, funders and others. The process seeks to honor
the perspectives, voices, preferences and decisions of the least powerful and most affected
stakeholders and program beneficiaries. Ideally, through this process, participants determine the
evaluations focus, design and outcomes within their own socioeconomic, cultural and political
environments.
Why do participatory evaluation?
Participatory approaches require the commitment and valuable time of many. Yet, the benefits
are far-reaching.
Participatory evaluation allows groups to:
Identify locally relevant evaluation questions
Participatory evaluation ensures that the evaluation focuses on locally relevant questions that
meet the needs of program planners and beneficiaries. Participatory approaches allow local
stakeholders to determine the most important evaluation questions that will affect and improve
their work.
Improve program performance
Participatory evaluation is reflective and action-oriented. It provides stakeholders, including
beneficiaries, with the opportunity to reflect on project progress and generate knowledge that
results in being able to apply the lessons learned. It provides opportunities for groups to take
corrective action and make mid-course improvements.
Empower participants
A participatory approach is empowering because it claims the right for local people to control
and own the process of making evaluation decisions and implementing them. Participating in an
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evaluation from start to finish can give stakeholders a sense of ownership over the results.
Recognizing local talents and expertise builds confidence and pride in the community, and
among participants.
Build capacity
Conducting a participatory evaluation promotes participant learning and is an opportunity to
introduce and strengthen evaluation skills. Active participation by stakeholders can result in new
knowledge and a better understanding of their environment. This, in turn, enables groups to
identify action steps and advocate for policy changes. It can provide participants with tools to
transform their environments.
Develop leaders and build teams
Participatory evaluation builds teams and participant commitment through collaborative inquiry.
Inviting a broad range of stakeholders to participate and lead different parts of the process can
develop and celebrate local leadership skills. It can lead to stronger, more organized groups,
strengthening the communitys resources and networks.
Sustain organizational learning and growth
Finally, a participatory evaluation is not just interested in findings; it is focused on creating a
learning process. It creates a knowledge base among local people and organizations, which can
be applied to other programs and projects. The techniques and skills acquired can lead to selfsustained action.
6.1 Guiding Principles of Participatory Evaluation

Participant focus and ownership Structures and processes are created to include those
most frequently powerless or voiceless in program design and implementation. The

participatory process honors human contributions and cultural knowledge.

Negotiation Participants commit to work together to decide on the evaluation focus,
how it should be conducted, how findings will be used and what action will result. Often

the process requires addressing differences in point of view and conflicts.

Learning Participants learn together to take corrective actions and improve programs.

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Flexibility Uses creative methodologies to match the resources, needs and skills of
participants. Source: U.S. Agency for International Development, 1996 and Institute of
Development Studies, 1998

6.2 Steps In planning for participatory Evaluation

Some of the key steps in the process of participatory monitoring and evaluation are as follows
(www.unesco.org/ed, 2013).
i)

Setting Objectives: Frames of reference

Establishing the frame of reference and planning the details of the process, keeping in mind the
concerns of the stakeholders and ensuring their participation is the first task in any PM& E
exercise. In this step you need to discuss about why evaluation is needed, to whom it is going to
benefit, what problems one might face and what should be the objectives of evaluation exercise
takes place. One must know the actors in the process, the rationale of the project, the end users of
the project, and how the results and process are to generating program, a health care program, the
focus of such PE exercise is essentially on the field; entails active involvement local population,
people, likely to benefit from the programs, field level staff and organizers. When the emphasis
is on development promoting organizations, open, critical and collective reflections on various
organizational issues like people to people interactions, interpersonal interactions, issues of team
building conflict management, tensions between the need for routine structure and spontaneity
and flexibility can bring about a common and shared understanding of problems and collective
efforts to solve them.
(ii) Identifying parameters and Information needed
This is an exercise that requires some reflections on what is that we are trying to assess. It is the
statement of those dimensions, factors, aspects and variables, which we are trying to assess.
PM& E is generally used for impact assessment, project management and planning,
organizational strengthening or institutional learning, understanding and negotiating stakeholder
perspectives and public accountability. When emphasis is on impact of programs and activities
within a given development context such as girl child education; an income generating program,
a health care program, the focus of such PE exercise is essentially on the field; entails active
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involvement local population, people, likely to benefit from the programs, field level staff and
organizers. When the emphasis is on development promoting organizations, open, critical and
collective reflections on various organizational issues like people to people interactions,
interpersonal interactions, issues of team building conflict management, tensions between the
need for routine structure and spontaneity and flexibility can bring about a common and shared
understanding of problems and collective efforts to solve them.
iii)

Developing methods to obtain that information and data collection

Choice of methods becomes relevant here. We can have open-ended interviews, questionnaires,
structured interviews, group discussions, field observations study of records etc. Folk media,
songs, role plays, dramas, art, drawing, have also been extensively used in getting information.
iv)

Analyzing data

This is a stage of systematization of information obtained. At this stage a collective process is

supported and encouraged. PM and E involves at all levels all end users and stakeholders
including the beneficiaries in data analysis. Stakeholders groups engage in critical reflection and
thinking about the problems and constraints, success and outcomes of the activities undertaken.
Data analysis primarily depends on the tools chosen for gathering data and on the information
required by the participants.
v)

Documenting, Reporting and Sharing

The collective analysis should be disseminated to all constituencies from where the information
has been taken. This feedback is an important step. Some of the important criteria in
documentation and reporting include: clarity, simplicity, brevity, use of visuals, timeliness
familiarity, and accessibility. Results should be communicated in different ways responding to
end users needs.
vi)

Creating Future Scenarios

This step entails painting future scenarios on the basis of analysis developed and assessment of
outside environment for their work and programs etc.

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vii)

Evolving Action Plans

These action plans are broadly identified and not concretely planned in detail. Multiple future
scenarios are discussed, sorted out, integrated and the parties are encouraged to develop concrete
action plans (www.unsesco.or/ed. 2013)

7.0 Conclusion
The goal of evaluation is to determine the worth or merit of some procedure, project, process, or
product. Well-designed evaluations also provide information that can help explain the findings
that are observed. In these days of reform, educators are continually faced with the challenges of
evaluating their innovations and determining whether progress is being made or stated goals
have, in fact, been reached. Both common sense and accepted professional practice would
suggest a systematic approach to these evaluation challenges. The role that evaluation may play
will vary depending on the timing, the specific questions to be addressed, and the resources
available. It is best to think of evaluation not as an event, but as a process. The goal should be to
provide an ongoing source of information that can aid decision making at various steps along the
way.

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References

1. Blank, R. (1993) Developing a System of Education Indicators: Selecting, Implementing,

and Reporting Indicators. Educational Evaluation and Policy Analysis, 15 (1, Spring):
2. Chikati J (2009). Monitoring and Evaluation Handbook, A regional Partnership for
resource development Publication, signal press ltd, Nairobi
3. Palton M.Q (1990). Quality Evaluation and Research Methods, 2nd Ed. New bury Park,
sage
4. GAO: United States Accounting Office (1998). Performance Measurement and
Evaluation: Definitions and Relationships
5. Hawe, P., Degeling, D., Hall, J. (1990). Evaluating Health Promotion: A Health Workers
Guide, MacLennan & Petty, Sydney.
6. The Pell Institute for the Study of Opportunity in Higher Education and Pathways to
College Network (2013). Evaluation toolkits-evaluation approaches and types
http://toolkit.pellinstitute.org/evaluation-101/evaluation-approaches-types/ May 2013
Date accessed: 12th June, 2013
7. Gudda Patrick, (2011). A guide to project monitoring and evaluation. Author House USA
8. International Labour Organization (2013) Evaluation Unit Guidance Note 9
9. Blank, R. (1993) Developing a System of Education Indicators: Selecting, Implementing,
and Reporting Indicators. Educational Evaluation and Policy Analysis, 15 (1,
Spring):6580.

http://ctb.ku.edu/en/tablecontents/sub_section_main_1907.aspx

2013

Date accessed: 10th June, 2013

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10. http://www.unfpa.org/monitoring/toolkit/stakeholder.pdf Date accessed: 6th June 2013
11. http://depts.washington.edu/ccph/pdf_files/Evaluation.pdf read June 2013
Date accessed: 6th June, 2013
12. http://www.unesco.org/education/aladin/paldin/pdf/course01/unit_09.pdf
Date accessed: 6th June, 2013

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