Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 1 Performance Measurement and Evaluation What are they? How are.

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Presentation transcript:

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 1 Performance Measurement and Evaluation What are they? How are they similar/different?

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 2 Overview Two Measurement Approaches: 1.Performance Measurement 2.Evaluation

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 3 Definitions 1.Performance Measurement Process of systematically and regularly collecting data on the outputs and outcomes for program beneficiaries Not intended to establish causal relationship between intervention and program outcomes 2.Impact Evaluation More in-depth, rigorous effort to measure program impact Uses scientifically-based research methods to compare outcomes with what would happen in absence of intervention

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 4 Measurement Approaches 1.Performance Measurement Counts numbers served and captures shorter term changes in beneficiaries on a regular, ongoing basis 2.Impact Evaluation Captures wider range of changes, including longer term changes resulting from program intervention Uses more rigorous methods to demonstrate cause-and- effect relationship between intervention and outcome

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 5 Performance Measurement Impact Evaluation Systematic data collection and information about: What took place What outputs were generated What short term outcomes were generated Common Elements

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 6 Differences Performance MeasurementImpact Evaluation Tracks outputs and outcomes on a regular, ongoing basis Does not show causality Shorter term focus; what can be measured within one year Balances rigor with practicality; measurement implemented by program staff with limited resources and expertise May occur from time to time, but not on a regular, ongoing basis Seeks to show causality or prove theory of change Longer term focus Uses most rigorous evaluation design and methods that are right for program (often quasi- experimental )

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 7 The most important difference: Evaluation seeks to prove the theory of change (XY). Performance measurement does not. Relation to Theory of Change

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 8 Example: Riverton Literacy Corps Performance Measurement: Individual benchmark assessments on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) three times/year State Reading Exam --Number of students who graduate from the Riverton Literacy Corps who pass state reading exam

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 9 Example: Riverton Literacy Corps Impact Evaluation: Matched sample research project in Riverton School District Literacy Corps participants scored significantly higher on DIBELS components for phonemic awareness and alphabetic principle, resulting in a significantly higher total literacy score than children in a matched comparison group

Performance Measurement and Evaluation 2/8/2014 Performance Measurement and Evaluation 10 Resources 1.Evaluation FAQ 2.Developing an evaluation question 3.Designing an evaluation 4.Selecting an evaluator 5.Sample evaluation plans and templates Visit the Resource Center to find evaluation resources on these topics and more.