Evaluation content and tools
Use our tools to identify which activity elements to monitor and the specific questions you need to answer.
Now that you know the goals of your evaluation and have organised your participants and funding, you need to devise the specific questions you'll need to collect data on.
Activities should be evaluated against their:
- format and delivery — all activities can be evaluated against the same set of format standards, although delivery methods can be different for children.
- subject matter — this changes based on the audience's age, cultural background or special needs.
Evaluating format and delivery
The format of your activity includes:
- the theoretical basis of the activity
- resources, eg staff and facilitators, training
- timing and duration, eg the number of sessions and how long they last
- how your activity addresses community needs (including cultural needs)
- how your messages are reinforced outside of the activity
- the teaching or communication methods you're using
- the ethical guidelines you've set.
In general, effective activities:
- foster community networks and partnerships
- use both male and female facilitators
- are comprehensive, evidence-based and theoretically grounded
- recognise cultural diversity and are tailored to their audience
- use research and evaluation to assess need, reflect on the work being undertaken, determine programme effectiveness and promote continuous quality improvement
- are responsive to community needs, beliefs, practices and norms, and challenge cultural norms where necessary
- provide opportunities for the development of new skills
- safeguard the rights of participants and have clear guidelines and management processes in place for dealing with disclosures.
Activity assessment tool
This tool contains the current best practice on what works in activity format and delivery. Use the tool to help you identify how your activity aligns with best practice, and what steps you can take to be more effective.
Not all the questions on the assessment tool will apply to your activity.
Evaluating subject matter
Your evaluation is looking for changes in knowledge, attitudes, skills and behaviour based on the subject matter you're delivering. Subject matter includes:
- healthy sexuality
- challenging rigid gender roles or stereotypes
- identifying sources of support
- healthy relationships
- identifying and responding to potential abuse situations
- bystander skills.
Different types of activities and audiences require different subject matter.
Evaluating general subject matter
- encourages active bystander skills
- promotes healthy behaviours
- promotes victim empathy
- encourages participants to think about personal ethics and positive expressions of gender identity
- teaches positive interpersonal relationship skills
- encourages role models who promote healthy relationships and healthy sexuality
- helps participants identify and respond to potential abuse situations
- challenges social norms which normalise sexual violence
- examines power differentials between different groups.
Evaluating subject matter for preschool and primary children
- understand body ownership
- understand touching rules
- know the correct anatomical terms for their genitalia
- know how to identify potential abuse situations
- understand how to tell an adult when they are concerned about the behaviour of another person
- understand persistent telling
- know how to identify sources of support
- understand what "trusting intuition" means
- understand they are not to blame if an adult touches them in inappropriate ways
- understand the difference between secrets and surprises.
Evaluating subject matter for teenagers and young people
- addresses human rights and gender equality issues, including gender stereotypes, power relations, and control
- reflects the overlap and interconnection between sexual assault and domestic violence
- promotes healthy behaviours and focuses on age-appropriate skills training, eg social competence, conflict management, problem solving, assertiveness training, anger management, and help-seeking
- promotes victim empathy
- considers social media.
Evaluating Kaupapa Māori content
- tailor content to different iwi, hapu and whānau needs
- are presented by both tane [male] and wahine [female] facilitators
- facilitate tuakana-teina [an older expert who guides a younger person] relationships
- use the principles of tika [truth or "rightness"], pono [honesty] and aroha [love], which are all present and in balance.
- Tino Rangatiratanga (the principle of self-determination) — research and evaluation must reinforce the goal of allowing Māori to control their own culture, aspirations, and destiny. Māori communities should have some control and autonomy over the research and evaluation process.
- Taonga Tuku Iho (the principle of cultural aspiration) — acknowledges Te Reo Māori, Tīkanga Māori and Mātauranga Māori as valid ways of viewing and acting in the world, which hold spiritual and cultural significance for Māori.
- Ako Māori (the principle of culturally preferred pedagogy) — highlights the importance of using research and evaluation practices that are unique to Māori culture, or that are preferred by Māori even if they are not derived from Māori tradition, eg kanohi-ki-te-kanohi interactions.
- Kia piki ake i ngā raruraru o te kainga (the principle of socio-economic mediation) — research and evaluation should address the negative pressures and disadvantages experienced by Māori communities, and work towards positive outcomes for Māori communities.
- Whānau (the principle of extended family structure) — relationships with whānau are central for Māori society and culture, and researchers and evaluators need to nurture these relationships and to build and maintain strong connections with research participants and communities.
- Kaupapa (the principle of collective philosophy) — research and evaluation should be considered as contributions to a larger set of collective community goals and aspirations.
- Te Tiriti o Waitangi (the principle of the Treaty of Waitangi) — affirms the rights of Māori as both citizens and as tangata whenua of New Zealand.
- Ata (the principle of growing respectful relationships) — highlights the importance of building and nurturing relationships when engaging with Māori and going about this in a culturally appropriate manner.
For general populations, effective subject matter:
Effective subject matter means the pre-schoolers and children will:
Effective subject matter for teens and young adults:
Subject matter for teenagers and young people
Questionnaire for teens and young people
Information sheet for parents and caregivers
Information sheet and consent form for parents and children
Consent form for young people and teenagers
Kaupapa Māori evaluation is undertaken by Māori, for Māori, to ensure that Māori have power over their representation and their knowledge and resources. Māori communities are actively engaged, Māori tikanga and processes are followed, and the evaluation is informed by wider aspirations for Māori development.
Kaupapa Māori programmes work best when they:
Make sure you ask participants how responsive the activity was to Māori.
Kaupapa Māori principles
These principles underpin Kaupapa Māori research and evaluation:
- What is effective primary prevention in sexual assault? Translating the evidence for action — Quadara, A. & Wall, L. (2012)
- The program really gives you skills for dealing with real life situations: Results from the evaluation of the Sex+ Ethics Program with young people from Wellington, New Zealand — Carmody, M., Ovenden, G., & Hoffmann, M. (2011)
- Sexual violence and social media: Building a framework for prevention — Fairbairn, J., Bivens, R., & Dawson, M. (2013)
- Russell, N. (2008). What works in Sexual Violence Prevention and Education
- Smith, L. (1999). Decolonising methodologies: Research and indigenous peoples. New York & Dunedin: Zed Books & Otago University Press
- Jones, B., Ingham, T., Davies, C., & Cram, F. (2010). Whānau Tuatahi: Māori community partnership research using a Kaupapa Māori methodology. MAI Review, 3, 1-4
- Cavino, H. M. (2013). Across the colonial divide: Conversations about evaluation in indigenous contexts. American Journal of Evaluation, 34(3), 339-355.
- Grennell, D., & Cram, F. (2008). Evaluation of Amokura: An indigenous family violence prevention strategy. MAI Review, 2, Article 4, 1-10.