What is Evaluation?  


The word “evaluation” can be interpreted quite broadly. It means different things to different people and organizations. Engineers, for example, might evaluate or test the quality of a product design, the durability of a material, efficiency of a production process, or the safety of a bridge. Critics evaluate or review the quality of a restaurant, movie or book. A child psychologist may evaluate or assess the decision-making process of toddlers.

The researchers at J-PAL evaluate social programs and policies designed to improve the well being of the world’s poor. This is known as program evaluation.

Put simply, a program evaluation is meant to answer the question, “how is our program or policy doing?” This can have different implications depending on who is asking the question, and to whom they are talking. For example, if a donor asks the NGO director “how is our program doing?” she may imply, “have you been wasting our money?” This can feel interrogatory. Alternatively, if a politician asks her constituents, “how is our program doing?” she could imply, “is our program meeting your needs? How can we make it better for you?” Program evaluation, therefore, can be associated with positive or negative sentiments, depending on whether it is motivated by a demand for accountability versus a desire to learn.

J-PAL works with governments, NGOs, donors, and other partners who are more interested in learning the answer to the questions: How effective is our program? This question can be answered through an impact evaluation. There are many methods of doing impact evaluations. But the one used by J-PAL is the randomized evaluation.

At a very basic level, randomized evaluation can answer the question: was the program effective? But if thoughtfully designed and implemented, it can also answer the questions, how effective was it? Were there unintended side-effects? Who benefited most? Who was harmed? Why did it work or not work? What lessons can be applied to other contexts, or if the program was scaled up? How cost-effective was the program? How does it compare to other programs designed to accomplish similar goals? To answer these (just as interesting, if not more interesting) questions, the impact evaluation should be part of a larger package of evaluations and exercises. Following the framework on comprehensive evaluations offered by Rossi, Freeman, and Lipsy, this package is covered in the subsequent sections:

  1. Needs Assessment
  2. Program Theory Assessment
  3. Process Evaluation
  4. Impact Evaluation
  5. Cost-Benefit, Cost-Effectiveness, and Cost-Comparison Analysis
  6. Goals, Outcomes, and Measurement

The first two assessments (Needs and Program Theory) examine what needs the program or policy is trying to fill and what are the steps by which it will achieve these objectives. Ideally these steps should be formally set out by those implementing the program, before an impact evaluation is set up.

Process evaluations are useful for program managers and measure whether the milestones and deliverables are on schedule. Many organizations have established systems to track processes—often classified as Monitoring and Evaluation (M&E).

Impact evaluations are designed to measure whether programs or policies are succeeding in achieving their goals.

Lastly, Cost-benefit and Cost-effectiveness analyses are useful for the larger policy implications of a program. The first looks at whether the benefits achieved by the program are worth the costs. The second compares the benefits of this program to that of programs designed to achieve similar goals.

In conducting any assessment, evaluation, or analysis, it is imperative to think about how progress can be measured. Measuring indicators of progress – keeping the programs’ goals and expected outcomes in mind—requires significant thought as well as a system of data collection. This is covered in Goals, Outcomes and Measurement.