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7: Common categories of evaluation questions – Enhancing Program Performance with Logic Models

7.7: Common categories of evaluation questions

Most questions raised about programs are questions about: needs, process, outcomes or
impact. Turn each card to learn more about that area of evaluation.

Needs
A needs assessment is a type of evaluation that determines
what is essential for existence or performance and to help set
priorities.

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Process
A process evaluation examines what goes on while a program
is in progress. The evaluation assesses what the program is,
how it is working, whom it is reaching, and how.

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Outcomes
An outcome evaluation determines what results from a
program and its consequences for people.

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Impact
An impact evaluation determines the net causal effects of the
program beyond its immediate results. Impact evaluations
often involve a comparison of what appeared after the program
with what would have appeared without the program.

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This graphic shows how these questions fit with the logic model:

What about participant/customer/client satisfaction?

In the logic model, satisfaction is connected to the outputs, in the middle of the model. This
differentiates it from many models, such as Total Quality Management (TQM), where
customer or client satisfaction is the apex of performance.

In theories of change, client satisfaction may be necessary, but it is not sufficient for
outcomes to occur. For example, a participant may be satisfied with the program and express
positive reactions such as “I liked the program,” “It fit my needs,” “I will come again.” But such
satisfaction does not mean that the person learned anything or can do anything differently, or
that life has improved for the person as a result of the program. Satisfaction may indicate that
a person is likely to fully participate in and complete a program. The learning environment can
be an important factor contributing to changes in knowledge, attitudes, motivation, etc.
Satisfaction, however, does not measure the results achieved.

Formative and Summative Evaluation Questions

As you learned earlier in this section, a program can be evaluated at any time. Questions that
can be asked in a program’s life cycle fall into formative and summative categories. Formative
and summative are common words in evaluation.

Formative Questions

Formative questions are asked during the program–while the program is operating. They may
be asked on an ongoing basis or at periodic times over the course of the program’s life. The
questions are usually asked for the purpose of program improvement–to receive immediate
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feedback and input in order to know how things are going and what improvements–
corrections and/or additions–might be needed.

To what extent are the parents that we targeted for this program attending? Are they
completing the program?
Are all youth participating in all sessions? If not, why not?
Are the mentors spending the expected amount of time with the students?
Do people appear to be learning?
What seems to be working, not working? For whom? Why?

Summative Questions

Summative questions ask about what resulted, what was effective. These questions are asked
at or after completion of the program (or a phase of the program). They are asked largely for
the purpose of deciding whether to continue, extend, or terminate a program.

To what extent did communication problems decline as a result of the cross-cultural

training program?
Do participants shop differently as a result of their participation in the program? How?
Given the results, was the program worth the costs?

Formative and summative are not synonymous with process and

outcome. Formative and process occur during the program’s early stages and focus on
improving the program; summative and outcome focus on what happens to
participants/community/environment at the conclusion of the program or program phase.
However, formative and summative relate to intentions–to collect data for ongoing
program improvement or for decisions about program continuation or
termination. Process and outcomes refer to the phase of the program being studied. You
might ask formative or summative questions at any phase of a program’s development cycle.

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