Approaches (on this site) refer to an integrated set of options used to do some or all of the tasks involved in evaluation.
For example, we classify 'Randomized Controlled Trials' (RCTs) as an approach, which uses a combination of random sampling, control group and standardized indicators and measures.
Evaluation approaches have often been developed to address specific evaluation questions or challenges. For example, the Contribution Analysis approach has been developed to address questions about the feasibility of concluding that an intervention has contributed to an outcome in circumstances where a direct causal relationship is difficult to demonstrate.
List of Approaches
Information is currently available for the following approaches:
A participatory approach that focuses on existing strengths rather than deficiencies - evaluation users identify instances of good practice and ways of increasing their frequency.
An approach that assesses the value of an intervention as perceived by the (intended) beneficiaries, thereby aiming to give voice to their priorities and concerns.
A research design that focuses on understanding a unit (person, site or project) in its context, which can use a combination of qualitative and quantitative data.
An approach that builds on contribution analysis, adding expert review and community review of the assembled evidence and conclusions.
An approach for assessing the evidence for claims that an intervention has contributed to observed outcomes and impacts
An approach used to surface, elaborate, and critically consider boundary judgments, that is, the ways in which people/groups decide what is relevant to the system of interest (any situation of concern).
Democratic Evaluation is an approach where the aim of the evaluation is to serve the whole community.
An approach appropriate for evaluations of adaptive and emergent interventions, such as social change initiatives or projects operating in complex and uncertain environments
Empowerment Evaluation is an approach which provides communities with the tools and knowledge that allows them to monitor and evaluate their own performance.
An approach that combines self-assessment by local participants and external review by peers
A way to jointly develop an agreed narrative of how an innovation was developed, including key contributors and processes, to inform future innovation efforts
An approach for creating a narrative that records key points about how institutional arrangements have evolved over time and have created and contributed to more effective ways to achieve project or or program goals
Collects and analyses personal accounts of change, includes processes for learning about what changes are most valued by individuals and groups.
Unpacks an initiative’s theory of change, provides a framework to collect data on immediate, basic changes that lead to longer, more transformative change, and allows for the plausible assessment of the initiative’s contribution to results via ‘boundary partners’.
A range of approaches that engage stakeholders (especially intended beneficiaries) in conducting the evaluation and/or making decisions about the evaluation
Enables farmers to analyse their own situation and develop a common perspective on natural resource management and agriculture at village level. (Recently renamed Participatory Learning for Action (PLA)
Involves intended evaluation users in identifying ‘outliers’ – those with exceptionally good outcomes - and understanding how they have achieved these.
An approach that produces an estimate of the mean net impact of an intervention by comparing results between a randomly assigned control group and experimental group or groups.
Realist evaluation is a form of theory-driven evaluation but is set apart by its explicit philosophical underpinnings. Based in realist philosophy, it considers that interventions work (or not) because actors make particular decisions in response to what is provided by the intervention (or not).
Identifies a broad range of social outcomes, not only the direct outcomes for the intended beneficiaries of an intervention.
Uses the intended uses of the evaluation by its primary intended users to guide decisions about how an evaluation should be conducted.