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Eval12 Session 773: Developmental Evaluation in Practice: Lessons and Tips from an Evaluation of the Convergence Partnership

Abstract: Evaluators are increasingly being asked to examine complex and dynamic social and environmental change initiatives that call for equally dynamic approaches to evaluation. Developmental evaluation offers new ways to think about and approach evaluation to support and accommodate emergent, innovative and transformative processes that often define social change initiatives. Yet, many evaluators are unfamiliar with how to apply developmental evaluation approaches in real-world settings

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Focus Search - 1 1 The Convergence Partnership: Defining and Tracking the Success of Innovation, Collaboration, and Community Change for Health Equity Jme McLean, MCP, MPH PolicyLink, Program Director of the Convergence Partnership 2 The Convergence Partnership is a collaborative of seven major funders and the CDC engaged in multi-field, equity-focused, policy and environmental change efforts to achieve healthy people and healthy places. 3 3 Steering Committee The Robert Wood Johnson Foundation Nemours W.K


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Eval12 Session 471: Transforming Evaluation Practice to Support Social Innovation

The slides for this session describe insights gained from research into the challenges and opportunities of Developmental Evaluation. The full set of findings can be found in "Evaluating Social Innovation", a white paper available at www.fsg.org or www.evaluationinnovation.org. Presentation Abstract: Developmental evaluation offers social innovators an approach to collecting strategically focused information in real time, on questions that matter, in contexts where programs or initiatives are not well-tested, and where the outcomes cannot always be pre-planned or predicted. As the need for relevant, credible, and useful information continues to increase, it is more imperative than ever, that evaluations a) contribute to understanding the complexities of an innovation, b) are adaptive and responsive to new and evolving questions and learnings, and c) that they reflect the changes, challenges, and opportunities that emerge as the innovation unfolds. In our paper, we describe our research results on the uses, conditions, tensions, and benefits of engaging in developmental evaluation, and challenge the philanthropic and nonprofit sectors to explore how common evaluation approaches and practices constrain innovation, and how we must re-envision the role, purpose, and processes of evaluation so that it fits social innovation

AEA Paper Session 471.pdf




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Evaluating Social Innovation

Evaluating Social Innovation, a new report developed by FSG and the Center for Evaluation Innovation, challenges grantmakers to explore how common evaluation approaches and practices constrain innovation, and examines a new approach to evaluating social innovation known as "developmental evaluation." Developmental evaluation can inform and support innovation and adaptation by asking evaluative questions, applying evaluation logic, and gathering and reporting data and findings in accessible and timely ways. The report suggests when to use developmental evaluation, describes conditions for successfully implementing this approach, and offers insights from funders and evaluators who have tested developmental evaluation. The authors call on philanthropy to re-envision the role, purpose, and processes of evaluation so that social innovations have a better chance of achieving their goals #OrganizationalLearningandEvalCapacityBuilding #SystemsinEvaluation #Collaborative,ParticipatoryandEmpowermentEval #developmentalevaluation #Non-ProfitsandFoundationsEvaluation #EvaluationUse

Evaluating Social Innovation.pdf


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Fitting Developmental Evaluation Concepts into Government Evaluations

AEA 2014 Poster: Fitting Developmental Evaluation Concepts into Government Evaluations: Our Journey from Objective Outsider to "Critical Friend" #2014Conference #TAACCCTs #GovernmentEvaluation #developmentalevaluations

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Focus Search - TAACCCT grantees are required to hire evaluators to conduct implementation analyses, and both Hezel Associates, LLC and Social Policy Research Associates are currently engaged in these projects


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AEA 14: Session 536. Comparing and Contrasting Alternative Approaches to Addressing Uncertainty from a Systems Perspective

Title: Using Developmental Evaluation to Address Uncertainty from a Systems Perspective Abstract 3: This presentation will discuss how three developmental evaluations addressed issues of uncertainty

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Eval12 Session 378: Infusing Evaluative Thinking to Build Capacity to Use Evaluation in a Complex Learning Ecology

Internal evaluators in the public sector infusing evaluative thinking through connecting the dots through team relationships and using program theory as a tool for developmental evaluation to utilize evaluation

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Focus Search - s=5&ss=11&_lang=en  Build evaluation capacity to use evaluation  Advocate the use of evaluation http://www.edu.gov.on.ca/eng/document/policy/os/index.html http://www.edu.gov.on.ca/eng/prospects/section4ptb.html Infusing evaluative thinking into the organizational culture  Becoming an authentic learning organization  Incorporating evaluative questioning into routine decision making  Integrating monitoring and evaluation, and linking both to budget and planning cycles  Incentives and rewards for evaluation use  Building support for evaluation throughout the organization, ongoing capacity development and training in evaluation (Patton 2011) http://www.edu.gov.on.ca/childcare/specialneeds.html http://news.ontario.ca/edu/en/2012/10/more-literacy-centres-supporting-ontario-families.html http://www.edu.gov.on.ca/morestudentsuccess/coop.html Step 2 – Logic Modeling for Student Achievement Initiative  Emphasize sense making  Messaging – going divisional  Keep terminologies to a minimum  We know and believe that…  Doing these …  Will get us there…  Evaluation capacity building  Co-construction of logic models  Develop appropriate tools and make it useful  Build coherence – orchestrating opportunity for collaborative inquiry with visible leadership participation Mapping the forks in the road  Identifying level of information useful for the various stakeholders  Supporting development of program instruments & mechanisms that fit the complex system  Supporting the system in- real time, receiving, analyzing, collaboratively interpreting the information that comes in and planning the next steps http://www.edu.gov.on.ca/kindergarten/whatelsedoineedtoknow.html Step 3 - Use of logic modeling as a way we work  Build a culture of evaluative thinking through collaborative inquiry, action and reflective practice that is adaptive, precise and personalized  Serves as an important tool for making explicit the logic involved in reaching every student through our commitment to a learning as we go stance  Models professional accountability for Ontario’s three core priorities for schools and districts in a process that is analogous to School Improvement Planning and Board Improvement Planning  integrate research, monitoring and evaluation across all initiatives 17 http://www.edu.gov.on.ca/morestudentsuccess/coop.html http://www.edu.gov.on.ca/childcare/finding.html Logic model as a tool to support Learning as we go/ DE Messaging Make it useful Build capacity to use evaluation Encourage collaborative inquiry Learning as we go to introduce DE Model DE in initiatives, constantly share practice SharePoint 19 http://www.edu.gov.on.ca/morestudentsuccess/transition.html http://www.edu.gov.on.ca/childcare/professionals.html Step 4: Learning as we go 20 •Communication is key •Continue Capacity Building Series o How to use LM o LM Basics o Problems of Practice o Use example people are interested in o Share practice and tools Pay attention to language o Quote from the sector that talks to them Make it useful o Model, be available o Attention to opportunities http://www.edu.gov.on.ca/childcare/faqs.html http://www.edu.gov.on.ca/eng/prospects/section2.html http://www.edu.gov.on.ca/childcare/paying.html Using Program Theory to guide DE 21  Planning & Budgeting  Preparing Communication  Implementation Planning including developing support resources (external and internal)  Monitoring and Developmental Evaluation http://www.edu.gov.on.ca/childcare/concerns.html http://www.edu.gov.on.ca/eng/prospects/stories.html Building Coherence Classrooms Schools Districts/Boards Province Student Voice Schools in the Middle Full Day Kindergarten Specialist High Skills Major Accepting Schools Growing Success For vision-and values-driven social innovators highest form of accountability is internal