Monitoring and evaluation
Monitoring and evaluation should be integral to any school planning procedures. Whether you decide to address health promotion through a series of progressive programmes or as a more discrete model through your development planning cycle, the basic principles of measuring development and good self-evaluation apply.
Monitoring
Monitoring is checking that things are proceeding in the way you envisaged. Monitoring assumes agreed indicators of measurement, for example targets, objectives, timescales, schedules and budgets.
Keeping good records is essential for monitoring and some of the tools that can be used are:
- records
- photographs
- people's opinions and comments
- diary of the session/promotion planning
- feedback sheets.
Monitoring may lead to:
- modification or reviewing of indicators originally set
- a review of the programme and possible changes
- changes to funding or resource allocation
- adjustments to the timescale
- a decision to end or absorb the programme.
What is evaluation?
A basic structure for evaluation follows:
- inputs - what goes in
- process - how things are working
- outputs - short-term impacts
- outcomes - longer term effects.
Why evaluate?
There are many reasons why evaluation should be carried out, for example to:
- learn from pilot projects or developmental work
- assess the need for change or training
- identify the need for resources or support
- present a case for funding
- refocus aims and future direction
- demonstrate that funding, time and resources have been used effectively
- allow others to learn and gain from the experience
- affirm strengths and celebrate achievements.
Where to start
Word file: The Health Promoting School (136KB) (HMIE, 2004) sets out a clear framework for self-evaluation of health promotion in schools. It is part of the How Good Is Our School? The Child at the Centre series and incorporates the relevant Quality Indicators and National Care Standards.
Informal evaluation
People very often have intuitive thoughts and feelings about how health promotion is progressing within their establishment and their place within it. These feelings are useful starting points for further discussion and reflection and can provide an indication of the main strengths or weaknesses of overall development. They are informal, subjective evaluations.
Collective evaluation
This is a major component of any school's development process. It occurs naturally when people share their thoughts and feelings, hopes and frustrations about the work. This type of communication in formal meetings, and at other times, often helps shape the overall vision and progression. It also allows those involved to test and develop innovative ideas.
Structured evaluation
Planned and structured evaluation can be a powerful tool for progression and developing health promotion work. Methods can vary from questionnaires to formal interviewing.
For any evaluation and monitoring to work effectively it is important for all concerned in the process to have a clear understanding about what sort of evaluation is taking place, why and at what level.
Preparation
Available resources will determine the evaluation process and also affect the result. Research skills, time, funding and personal experience can all make big differences in the outcome. Different types of evaluation will suit different purposes and the resources needed will vary accordingly.
Before beginning an evaluation process, whether formal or informal, it is worth answering a few key questions:
- why is the evaluation being carried out?
- who will conduct the evaluation?
- how will the results be used to make decisions?
- what will be the most appropriate methods?
- who owns the data and can comment on it?
- how long will it take?
Feedback
After any evaluation it is useful to hold a review with everyone concerned to ask the following:
- did we achieve what we set out to do?
- did things go as expected?
- what went well and why?
- what would we change?
- how could we do better?
