M&E Jeopardy

Basic

100

The 3 types of Evaluation

Formative, Process, and Summative

200

Questions to ask in managing stakeholders

Who? 

How Many? 

For How Long?

300

Characteristics of Internal Evaluators

more knowledgeable about program and context

less objectivity

more community trust

cheaper

400

 2 Theories of Behavior Change

Health Belief Model, Social Cognitive Theory, Self-Efficacy Theory, etc

500

Reasons to Include Stakeholders

increase buy in, foster trust and facilitate evaluation process, foster strategic thinking, impact quality/use of findings, increase evaluation capacity

That's Valid

100

An Example of History Bias

Exposure to previous intervention, political or social event

200

Types of Measurement Bias

Social Desirability, Recall Bias, Interviewer Bias

300

Preventing Selection Bias

Randomize or develop solid matching criteria with a sufficient sample 

Don't allow self-assignment 

Ensure a complete sampling frame

400

An example of maturation bias

Teens aging, and becoming better educated 

500

Threats to Validity During the Design Phase

Altering TOC, altering quantity or quality of activities, inappropriate target audience, etc

Thank you, I designed it

100

The gold standard

Randomized Control Trial

200

A reflexive control design

one group compared against itself, weak design for internal validity, pretest serves as counterfactual

300

The 3 Steps of Matching

1. Identify Targets for Intervention

2. Select relevant criteria

3. Build a control group

400

Reasons not to utilize RCT design

Sample too small, random assignment unethical, too costly or time consuming

500

The notation for a matched quasi-experimental delay design

                          O1e - > Xe -> O2e      -> O3e

(Group) ->   Matched 

                         O1c - >       O2c -> Xc -> O3c

Here's the plan

100

The Formula for Objectives

Specific

Measurable

Attainable

Realistic

Timebound

200

Characteristics of a Health Goal

Defines the health change, Indicates a direction (increase or decrease), Specifies target group, Specifies location

300

The parts of a LM

Inputs, Activities, Outputs, Outcomes, Health Goal, External Factors

400

The specific uses of formative evaluation 

Evaluate nature of the problem

Help determine target population (and recruitment/retention)

Determine measurement procedure

Ensure intervention is culturally appropriate

Pre-test instruments and materials

Understand why a program does or doesn’t work

500

Factors of Evaluability Assessment 

• Program Design
• Data Collection
• Context for Evaluation

Askin all them questions

100

Factors of Reach 

Recruitment, Refusal, Retention, Attrition

200

2 Common Problems with Survey Questions

too long

complex words

leading questions

inappropriate reference frame

double barreled

using absolutes

300

An indicator of dose delivered (numerator and denominator)

% of training sessions provided

% of participants who received training materials

% of sessions with demonstration exercises implemented 

etc

400

The 3 Groups of Matching Variables

1. Composition

2. Predisposition

3. Experience

500

Stratified Sampling

The population is separated into subgroups to obtain samples.