SELF-EVALUATION
of your PROJECT
HOW ARE WE DOING?
HOW DO WE KNOW?
WHAT DO WE DO NEXT?
Guy Tilkin
Alden Biesen, Belgium
A MIRROR FOR YOURSELF
INTRODUCTION 1
Self-evaluation is seen to be self-initiated,
internally organised and self-regulated. It
should aim at the professionalisation of
decision-making, and improving the realisation
of the projects’ own objectives and the quality
of the work done. Evaluation processes, where
legitimacy and accountability based on
externally imposed indicators are at stake, are
referred to as external, even when they are
partly internally organised.
INTRODUCTION 2
Projects are done in partnerships with a limited time span
and clearly defined goals, activities and outcomes. On
the one hand it is imperative that the partners in this
partnership learn to cooperate efficiently as an
organisation and that processes, outcomes and
activities are examined ‘on the road’ in order to learn
from it and to improve them. The evaluation will partly
steer the development of the network. The outputs on
the other hand can be assessed in reference to criteria
set by the Commission, the target groups or ‘the
sector’.
INTRODUCTION 3
Evaluation is a process:
• supporting a project, with the intension to
check whether or not the objectives are met
• bringing the achievements more to the open
• identifying areas for improvement
• simplifying decision making for change.
INTRODUCTION 4
Self-evaluation involves extra work but will
help you to:
• simplify the consultation with your partners,
• simplify the development of the project,
• show actual proof of what you have achieved,
your progress,
• simplify the completion of the application
forms and the interim and final reports.
INTRODUCTION 5
Please keep in mind:
• It is impossible to evaluate everything. You will
have to prioritise.
• Effects can be short-term or long-term.
• Always look for evidence: “How do we know?”
• Create a special portfolio of evidence gathered.
• Also ask: “What does this mean for us?” and
“What are we going to do next?”.
• Don’t forget the positive things.
STEPS
•
•
•
•
•
Define the aims of the evaluation
Analyse present situation
Planning (who, when…)
Decide what you are going to evaluate
Collect evidence/data concerning project-aspects:
define the indicators, choose the right instruments, ask
the right questions
• Analyse and interpret the material
• Manage change
• Incorporate the interpretative data into the final report
Why do you evaluate?
• To make the project more visible.
• To check how curriculum and project can be linked.
• To check what objectives we have met and to what
extend.
• To reveal strong and weak points.
• To identify the obstacles.
• To be able to give advice for the next year.
• To create a portfolio for reporting back .
• To bring all the work that has been done into the light.
• To professionalise decision making
• To learn
A DIAGNOSIS
In order to detect progress or an effect you
need to know the original situation.
Improvement can only be measured if
you have data from the start and if you
know what you wish to improve.
WHAT? AREAS of EVIDENCE
Organisation
Process
Methods
Outcomes
Products
Impact on
target group(s)
Planning and
management
Objectives
Website
International
National
Composition of
the partnership
Monitoring and
evaluation
Manual(s)
Institutions/
trainers
Commitment/
ownership
Working
methods
Conference(s)
Decision makers
Co-ordination
and leadership
Innovative
Network
Students
Communication
Dissemination
Material
Curriculum
developers
Learning
Learning
EVALUATION PLAN: WHO?
• Coordinator and partners (in charge)
– Process, methods (learning aspect)
– Outputs
• External evaluator (specialist in evaluation or in the
project topics?)
– Organisational matters
– Guidance + instruments
– Thematic elements ?
• End users / target groups
– Outputs, products
• Specialised partner
EVALUATION PLAN: WHEN?
– Continuous cooperation between external
evaluator and coordinator
– Create an evaluation plan
– Discuss key moments, timing
– Use all meetings and events
– Special meeting for evaluation, learning,
European added value
EVALUATION PLAN: HOW?
Use instruments to make indicators visible:
•
•
•
•
•
•
•
•
•
•
Questionnaires
Interviews (bee-reporter)
Observation
Participation
Document-analysis
Group discussion
Report back, presentation
Diary
Delphi
Scenario for the future
EVIDENCE (How do you know?)
•
Partnership composition
– The partners have close contacts
with the target groups.
– All relevant levels are present in
the partnership.
– All relevant types of institutions
are present.
– All important tasks can be done
by the partners.
– The geographical spreading suits
the aims.
– All objectives can be achieved
with these partners.
•
Communication
– The appropriate means for
effective communication are
available with each partner.
– Effective communication takes
place on a regular basis.
– Material and info is spread
effectively.
– All used concepts are clear for
everybody.
– Language competencies are clear
and taken into account.
– Information between levels flows
effectively.
EVIDENCE
•
Planning and management
– Equality of participation
– Clarity of roles and
responsibilities
– Clear planning and management
guidelines
– Clarity of organisational
guidelines
– Clarity of arrangements for
meetings and deadlines
•
Monitoring and evaluation
– Evaluation plan
– Record keeping and data
collection.
– Adherence to time scale by
partners.
– Arrangements for ongoing
monitoring.
– External evaluation
– Review meetings.
EVIDENCE
•
The Website
– is attractive and invites to
further reading
– gives the right information on
the project / theme
– offers an effective
communication tool
– is well known, easy to find,
popular, frequently hit
– offers clear information for
contacts
– offers a handy tool for
uploading/publishing
•
Impact on institutions/trainers
– The trainers in your region
know the material you created
– They visit the Website and the
discussion forum regularly
– They use the material you have
created
– They are more open for …..
– They talk to colleagues about the
material and the techniques
– Discussions on …….. are more
open than before
EVIDENCE
•
Commitment/ownership
– Positive attitude to participation.
– Mutual understanding among
group.
– Willingness to discuss and
negotiate.
– Strategies to develop teamwork.
– Willingness to share roles and
responsibilities.
– Equality of participation.
– Shared ownership among
partners.
– Promotion of partnership.
•
Innovative aspects
– Appropriate use of ICT.
– Didactic approach adapted to
the used technologies.
– Variety of new approaches.
– Development of new material.
– Learner centred approach.
– Participative approach.
– Variety of activities.
– Involvement of target groups.
– Instalment of learning
communities
WHAT DO WE DO NEXT ?
Manage change:
•
•
•
•
•
•
•
•
Interpret material
Review team meeting: “What does it mean for us?”
Pay attention to the positive things
Adapt if necessary : aims, work plan, activities,
product, communication means, management
structure, in service training
Inform the people involved, do not impose
Give it time
Create a portfolio of evidence
Take up relevant elements for your report to the NA
www.Alden-Biesen.be
www.Mice-T.net
www.I-Probenet.net