IPDET

Module 1:
Introduction to Development
Evaluation
What?
Professional Origin & History
Associations
Principles and Development Evaluation
Standards Context
OECD DAC Criteria
 Introduction
• Evaluation, What Is It?
• Origin and History
• Evaluation Development Context
• Built on OECD DAC Criteria
• Principles and Standards
• Growth of Professional Associations

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 OECD Definition of
Evaluation
Evaluation
• the process of determining the worth or
significance of an activity, policy, or
program
• an assessment, as systematic and
objective as possible, of a planned, on-
going, or completed intervention

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 Kinds of Evaluations
• Formative
– focus on improved performance before and during
implementation (project, program or policy)
• Summative
– focus on outcomes (consequences)
• Prospective
– answer questions
• Is this program/project/policy worth evaluating?
• Will the gains be worth the effort/resources expended?

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 Purpose of Evaluation
• Ethical
• Managerial
• Decisional
• Educative and Motivational

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 What to Evaluate?
• Projects
• Programs
• Policies
• Organizations
• Sectors
• Thematic
• Country assistance

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 Uses of Evaluations
• Give feedback on the performance of policies,
programs, and projects
• Make policies, programs, and projects
accountable for how they use public funds
• Help stakeholders learn more about about
policies, programs, and projects
• Carried out around the needs of the primary
intended user
• Clarify theory of change (logic model) for
projects, programs, and policy
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 Evaluation Provides
Information on:
• Strategy –
– Are the right things being done?
• Operations –
– Are things being done right?
• Learning –
– Are there better ways?

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 Monitoring and Evaluation
• Monitoring
– routine, ongoing, and internal activity of tracking
key indicators
– internal activity
– used to collect information on a program’s
activities, outputs, and outcomes to measure
performance of the program
• Evaluation
– periodic and time bound
– can be internal, external, or participatory
– periodic feedback to key stakeholders
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 Roles and Activities of
Professional Evaluators
• Internal Evaluation
• External Evaluation
• Participatory Evaluation

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10
 Internal, External, and
Participatory Evaluators
• Internal evaluators:
– usually know more
• history, organization, culture, problems, successes
– may be too close
• External evaluators:
– have more credibility and specialized skills
– independent from administration and financial
decisions
(continued on next slide)

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11
 Internal, External, and
Participatory Evaluators
(cont.)
• Participatory evaluators:
– representatives of agencies and
stakeholders (including beneficiaries) work
together in designing, carrying out and
interpreting an evaluation
– participatory methods may be used in
internal and external evaluations

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12
 Participatory Evaluation
(vs. Internal or External)
• Distinction between experts and
layperson, researcher and researched,
is de-emphasized and redefined
• Evaluators act as facilitators and
instructors
• Others make the assessment
• A more radical step away from the
model of independent evaluation
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13
 Evaluator Activities
• Consult with all key stakeholders
• Review and/or develop theory of change
• Design the evaluation
• Manage evaluation budgets
• Perform or conduct the evaluation (or contract
staff to perform the evaluation)
• Identify standards for effectiveness
• Collect, analyze, interpret, and report on data
and findings
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14
 into
15
15

ion ty
ans i
Exp al activ
1980s to now glob
s
tat u
ns
sio
fes
Pro
mid 1970-80 tine pe)
rou Euro
re
Mo and
1950s-60s ( US
ik
u tn n
c t io k s
1957 Sp
str u - B a n
co n
1940 Re W W o l s
er
af t cho da)

IPDET
al S C a na
dic
Me a n d
1900 (U S d s
an
on ram
Timeline

ati og
uc Pr
Ed cial
1880 So
rn s
de i o n
1600 M o a l ua t
Ev
n d
ta
yp
2000 BC E g i na
Ch
 Origins of Development
Evaluation

• Audit tradition
• Social science tradition

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16
 Changing Development Concepts

Decade Objectives Approaches Discipline

1950s Reconstruction Technical assistance Engineering
1960s Growth Projects Finance

1970s Basic needs Sector investment Planning

1980s Adjustment Adjustment lending Neoclassical
economics
1990s Capacity Country assistance Multi-disciplinary

2000s Poverty Partnerships Results-based

reduction management
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17
 Significant Changes
• From partial development to more
comprehensive development
• Toward global approaches to
development
• From individual efforts to coordinated,
participatory development
• Toward using partnerships for large-
scale development challenges
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18
 Evolution and Expanding
Roles

Financial
Financial Performance
Performance Impact
Impact Learning
Learning
Audit
Audit Audit
Audit Evaluation
Evaluation Focused
Focused

Evaluator
Evaluatoras
as Evaluator
Evaluatoras
as Evaluator
Evaluatoras as
Accountant
Accountant Researcher
Researcher Facilitator
Facilitator

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 Development Evaluation:
• A sub-discipline of classical evaluation
• Uses a variety of methodologies and
practices
• Mixed methodologies work best

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20
 Development Assistance
Committee (DAC) Criteria for
Evaluating Development Assistance
• Relevance
– The extent to which the aid activity is suited to the
priorities and policies of the target group, recipient,
and donor
• Effectiveness
– A measure of the extent to which an aid activity
attains its objectives
• Efficiency
– Measures the outputs – qualitative and quantitative
– in relation to the inputs.
(continued on next slide)
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 DAC Criteria for Evaluating
Development Assistance (cont.)

• Impact
– positive and negative changes produced by
a development intervention, directly or
indirectly, intended or unintended
• Sustainability
– measuring whether the benefits of an
activity are likely to continue after donor
funding has been withdrawn
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 DAC Specific Principles for the
Evaluation of Development
Assistance
• Purpose
• Impartiality and independence
• Credibility
• Usefulness
• Participation of donors and recipients
• Donor cooperation
(continued on next slide)
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 DAC Specific Principles for the
Evaluation of Development
Assistance (cont.)
• Evaluation programming
• Design and implementation of
evaluations
• Reporting, dissemination, and feedback
• Application of these principles

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 Why Standards?
• Promote accountability
• Facilitate comparability
• Enhance reliability and quality of
services provided

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 Evaluation Standards
• DAC Evaluation Quality Standards (for test
phase application)
– http://www.oecd.org/dataoecd/30/62/36596604.pdf
• Program Evaluation Standards
– www.eval.org/EvaluationDocuments/progeval.html
• United Nations Norms for Evaluation in the
UN System
– www.uneval.org/docs/ACFFC9F.pdf
(continued on next slide)

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 Evaluation Standards
(cont.)
• Standards for Evaluation in the UN
System
– www.uneval.org/docs/ACFFCA1/pdf
• American Evaluation Association (AEA)
Guiding Principles
– www.eval.org/Publications/GuidingPrinciples.asp

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 Evaluation and
Independence
• Independent evaluation (OECD
glossary):
– an evaluation carried out by entities and
persons free of the control of those
responsible for the design and
implementation of the evaluation
– the credibility of an evaluation depends in
part on how independently it has been
carried out

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 Criteria of Evaluation
Independence
• Organizational independence
• Behavioral independence
• Avoidance of conflicts of interest
• Protection from external influence

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 Growth of Professional
Evaluation Associations
• Increasing numbers of associations
around the world, especially in the last
few years
• Demonstrate more value is being given
to development evaluation as a
profession
• Organizations create a support system
and allow for professionalism
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 International
Organizations
• International Organisation for
Cooperation in Evaluation (IOCE)
• International Development Evaluation
Association (IDEAS)

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