1 to 10 of 21
Sort by

Library Entry
Tools for Theory of Change Analysis of Environmental Programs

Theory of Change Analysis (ToC analysis) is a key instrument for verification of a project logic and assessment of project results. It is a crucial element of evaluation required by multilateral agencies and international organizations, for instance, UNEP, UNDP, and WWF The trainers use a Miradi Conservation Planning software ( to teach the skill of making a ToC analysis by explaining such tools as a Conceptual Model, Results Chains, and Process Tracing. The participants will learn how to build a Conceptual Model in Miradi by matching together conservation targets, threats and opportunities; and to construct a Results Chain of activities, outputs, outcomes, and impact

AIMS presentation_AEA 2016_final.pptx

Library Entry
Innovative Ways to Represent a Theory of Change

This PowerPoint is from the session Sara Vaca and I presented at the AEA 2016 Conference entitled " Innovative Ways to Represent a Theory of Change." Please feel free to contact either of us by email (info provided on last page of slide deck) for purposes of discussion or attribution

Presenting ToC - Dhillon Vaca FINAL Oct 2016.pptx

Library Entry
Eval13: Panel Session 89 - Using a Program-Theory Model to Create a Curriculum Rubric, Assess Leadership and Inform a Theory of Change

This panel looks at how a program-theory model has been developed and used in an evaluation of an initiative designed to transform schools by assisting high schools in the development of 12th-grade capstone courses in math and science

3 attachments

Focus Search - C TT I le ar ni ng af fe ct s te am s School A School B Implications  Case school commonalities  All are creating self-improvers, advocates, and action- takers  Most schools have informal leaders  Most schools have emerging leaders  CTTI learning affects teaming in some way in all schools  Nearly all have teaming between participants and non- participants Implications  Case school differences  Variations in:  Presence of formal leaders  Presence of novice and established leaders  Types of teams present at schools  Degree to which CTTI-specific concepts and tools used on teams  Extent of between-department teaming  Implications for efficacy of teachers to implement change Implications  Theory of change Leadership and Teaming in CTTI Internal Evaluation of Leadership and Teaming within CTTI Leadership Development and Teaming Implementation and Outcomes Prioritized Leadership and Teaming Outcomes Leadership & Teaming Outcomes: Findings Emergent Themes: Leadership 1

Library Entry
Building Stakeholder-Friendly Visual Logic Models With DoView 2.0 - Notes from AEA Webinar 7 January 2009 - Paul Duignan

Including a summary of what was covered in the Webinar and links to relevant resources (including the software, videos, tip-sheets and workbooks) for building logic models and theories of change. #Evaluation2009 #EvaluationUse #HowTo #visualization #SystemsinEvaluation #Logic #IndependentConsulting #software #Change #ProgramTheoryandTheoryDrivenEvaluation #program #of #TeachingofEvaluation #models #theory #TheoriesofEvaluation #IntegratingTechnologyintoEvaluation #Research,Technology,andDevelopmentEval


Library Entry
Eval11 Session 301: Identifying Articulating and Incorporating Values in a Program Theory: Using Workshops, Interviews and Other Techniques

This session shows how workshops and interviews can be used alongside other techniques to develop a program theory that incorporates a range of value perspectives. It will discuss the circumstances under which particular types of workshops and interviews are most useful and will show how to apply them, using examples. Included are several workshop and interview approaches that can be used to develop an outcomes chain as a key component of a program’s theory of change

AEA 2011 final.pptx

Library Entry
An Empirical Review of Theory-Driven Evaluation Practice from 1990-2008

Such theories address the focus and role of evaluation, specific questions to be studied, design and implementation, and use of results. Although its origins can be traced to Ralph Tyler in the 1930s, later reappearing in the 1960s and 1970s, and again in the 1980s, it was not until 1990 that theory-driven evaluation resonated more widely in the evaluation community with the publication of Huey Chen’s book Theory-Driven Evaluations

An Empirical Review of Theory-Driven Evaluation Practice from 1980-2008.pdf