1. Anita M. Baker, Ed.D. Jamie Bassell Evaluation Services Program Evaluation Essentials Evaluation Support 2.0 Session 3 Bruner Foundation Rochester, New York

2. Evaluation Support 2.0 Sponsored by the Bruner Foundation www.evaluativethinking.org and Evaluation Services www.evaluationservices.co Free evaluation training and technical assistance focused on development of evaluative capacity including data analysis and reporting.  Four (4), on-site, hands-on training sessions.  Introduction to and use of free/low-cost tools to facilitate data entry, management and analysis.  Guided evaluation project required.  Virtual conference with funder, other organization participants. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services

3. E-Surveys – Key Decisions  Why use an e-survey rather than a hard-copy survey/ intercept survey/ alternative survey or other data collection strategy?  What Question types do you need?  How will they be displayed?  Do you need an “other” field?  Should they be “required?” Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services

4. Multiple Choice (only 1 answer) Forced Choice Item (MO) Directions read: Mark One – unless it is so obvious that is the expectation. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 1

5. Multiple Choice (multiple answers) Multiple Response Item (MATA) Multiple response items often create analysis challenges. Use sparingly. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 2

6. Comment/Essay Box/Open-ended Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 3

7. Matrix of Choices (1 answer/row vs. multi answers/row) Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 4

8. Likert/Rating Scale Not at all important Slightly important Somewhat important Moderately important Extremely important Quality of ingredients Flavor Texture Brand A true Likert scale has 5 answer choices, and by the way it is pronounced Lick –ert not Like –ert. (The strategy was named for Rensis Likert who invented or popularized them.) Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 5

9. Single Vs. Multiple Textboxes You must have an analysis plan for using these data. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 6

10. Numerical Textboxes You must have an analysis plan for using these data. Consider hard codes (e.g., 1/month, at least 6 times per year, etc. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 7

11. 8 Analyzing Data Using Survey Monkey Key Skills Generating and using frequencies Generating and customizing graphics Using Filters Comparing data http://help.surveymonkey.com/ Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services

12. 9 Analyzing Data Using SM Exporting and Merging Data Export All - All Summary Data (PDF – which can be customized) Export All - All Response Data (Excel or SPSS, Zipped File - sheet 1 has data) Merging Data – connecting data from a survey monkey file with other data using a common key Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services

13. Survey Result Example:Default BEC Session 2 - January 2012 How would you rate Session 2 overall? Answer Options Response Percent Response Count Not So Good 00 Okay 15%5 Very Good 71%24 Excellent 15%5 answered question34 skipped question1 Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 10

14. SURVEY RESULT EXAMPLE Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 11

15. Survey Result: Crosstab Example % of 2011-12 Freshman who... Peer Study GroupTotal Yes n=232 No n=247N=479 Reported struggling to maintain grades 36%58%47% Are planning to enroll for the sophomore year at this school 89%72%80% Disaggregated Data Note: A total of 1000 Freshmen were enrolled 2011-12; 502 were in Peer Study Groups, 498 were not. About half of the students who were in study groups and half who were not responded to the survey. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 12

16. Cross-tab Considerations  Decide whether to use row or column percents to present your data. The calculations answer different questions.  Do you want to know for each program group (lunch time v. afterschool) how many got high scores (vs. low or medium) on their final demonstration test. OR  Do you want to know which type of program the highest scorers participated in. TIP: Pick a strategy and use it consistently. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 13

17. Column Percents Lunch Group Afterschool Group TOTAL N=300n=300N=600 Low Scores50%33%42% Medium Scores17% High Scores33%50%42% Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 14 Half of those in the afterschool group had high scores, 17% had medium scores and the rest had low scores. Only about 1/3 of those in the lunch group had high scores, 17% had medium scores and 50% had low scores..

18. Row Percents Lunch Group Afterschool Group N=300 Low Score60%40% Medium Scores50% High Scores40%60% TOTAL50% Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 15 More than ½ (60%) of those with high scores were in the afterschool group

19. Definitive Statements Percent of Training Participants (N=93) who Think AAV Helped or Will Help Them:  SomeA LotTOTAL Discuss issues of violence with clients45%55%100% Access additional strategies for self-care/stress reduction47%51%98% Provide positive interventions for clients32%65%97% Understand the importance of self-care/stress reduction38%58%96% Offer clients new ways to: De-escalate Situations31%67%98% Manage Anger54%43%97% Do safety planning45%52%97% Conduct Bystander Interventions39%58%97% Target = 50% or more say “a lot” to each AAV met its targets for all areas of interest except Management of Anger More than 95% of participants thought AAV helped or will help them with each of the focus areas of the training. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 16

20. Definitive Statements % of 2005-06 Freshman who... Peer Study GroupTotal Yes n=212 No n=257N=479 Reported struggling to maintain grades36%58%47% Are planning to enroll for the sophomore year at this school 89%73%80% Only about 1/3 of freshman in peer study groups reported struggling to maintain their grades compared to ½ of those not in study groups. Proportionately more study group participants are planning to enroll for sophomore year. Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 17

21. Pre/Post Surveys: A Closer Look Pre Survey Post Survey Post Survey – Pre Survey = RESULT INTERVENTION Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 18

22. Pre-Post Surveys Effective Use 1. Unique identification system for matching (preferably user generated) 2. Brief, well-constructed survey (with items connected to intervention) 3. Careful mix of items ** Knowledge, Attitudes **Behaviors 4. Set targets (Pre, Post, Change, Match) 5. Successful pre-administration to all/sample of participants Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 19

23. Pre-Post Surveys Challenges 1. Respondent unfamiliar with terminology (pre-test) 2. Respondent answers falsely(social desirability) 3. Pre-measures show existing knowledge, or desired attitudes or behaviors 4. Substantial data loss (pre without post, post without pre) 5. Pre-post change is small or varied 6. Change is large enough and in desired direction but alternative explanations exist Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 20

24. Pre-Post Surveys Alternatives 1. Post Only (compare results to targets) 2. Retrospective Survey 2 Questions for each item: Post First: Ask about behavior after Then Pre: Ask about behavior before Bruner Foundation Rochester, New York Anita M. Baker, Evaluation Services 21

25. 24 Location of M.O.B. Participants, Falls Prevention Program Year 1 (2013-14) 22 Bruner Foundation Rochester, New York