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FRAME what is to be evaluated

FRAME what is to be evaluated. Patricia Rogers, RMIT University, Melbourne. The Rainbow Framework. Why do we need to start with a clear definition?. Source: Hobbies on a Budget / Flickr. Why do we need to start with a clear definition?. Source: Hobbies on a Budget / Flickr.

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FRAME what is to be evaluated

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  1. FRAME what is to be evaluated • Patricia Rogers, RMIT University, Melbourne Part 3 of 8 AEA Coffee Break Webinars 2013

  2. The Rainbow Framework

  3. Why do we need to start with a clear definition? Source: Hobbies on a Budget / Flickr

  4. Why do we need to start with a clear definition? Source: Hobbies on a Budget / Flickr

  5. Why do we need to start with a clear definition? Source: Hobbies on a Budget / Flickr

  6. Why do we need to start with a clear definition? Source: Hobbies on a Budget / Flickr

  7. Four evaluation tasks in FRAMING

  8. 1. Identify primary intended users

  9. Families Possible primary intended users Teachers Principal School Council Education Department Other schools Image source: IN 157s01 – Curt Carnemark/ World Bank

  10. 2. Decide purpose(s)(intended uses)

  11. Formative – improve it Summative – continue or stop it Lobby and advocate Broader evidence base Purposes(intended uses) Image source: CK-CO138 - Charlotte Kesl / World Bank

  12. Provide voice Build trust and legitimacy Purposes(intended uses) Accountability

  13. Interconnection between intended users and intended uses FRAME

  14. 3. Specify the key evaluation questions

  15. Descriptive: How many children attend? What learning tools are used? Has learning improved? Key evaluation questions Image source: ML030S09 -  Curt Carnemark / World Bank

  16. Causal: Has the program contributed to improved learning? Key evaluation questions

  17. Synthesis: Has the program been a success? Is it Value For Money compared to alternatives? Key evaluation questions

  18. Action: How can the program be improved? Should it continue? Key evaluation questions

  19. Options for answering different types of questions MANAGE DEFINE FRAME DESCRIBE Descriptive Questions- What were the activities, changes, context? UNDERSTAND CAUSES Causal questions –What caused orcontributed to the identified changes? SYNTHESIZE Synthesis questions –Overall was it good? Value for money? REPORT & SUPPORT USE Action questions- What should we do?

  20. 4. Determine what success looks like

  21. Processes: Are students fairly treated? What does success look like? Image source:  LQ-CN7499 World Bank

  22. Outcomes: Do students learn to read? What does success look like?

  23. Distribution of costs and benefits: Who benefits from the program? Whose needs are met? Who is disadvantaged by it? What does success look like?

  24. Criteria and standards: Reading levels – better than before, or better than national average, or national benchmark? What does success look like?

  25. You can read about this case here: http://betterevaluation.org/blog/outcome_harvesting_bionet

  26. Further resources http://betterevaluation.org/plan/frame facebook.com/betterevaluation @bettereval Patricia Rogers RMIT University patricia.rogers@rmit.edu.au

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