Design, Monitoring and Evaluation for Peacebuilding

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What Options do I have if my Program/Initiative is not Evaluable or we are not Ready?

Evaluation item: 
Alternatives to Formal Evaluation
  • Reimann, Cordula, Diana Chigas, and Peter Woodrow. "An Alternative to Formal Evaluation of Peacebuilding: Program Quality Assessment." Program Review and Evaluation Working Paper 3, CDA Collaborative Learning Projects, 2012.
    • Available here
    • Intermediate
    • This paper addresses the importance of evaluation in peacebuilding programming, and proposes that, given the particular circumstances under which peacebuilding evaluations take place, a program quality assessment process driven by a commitment to learning might be a better fit than a formal evaluation. The paper discusses the key features of program quality assessments, explains when they should be conducted and by whom, and explains what type of data is needed. Additionally, the paper describes how these assessments can be based on standards indicated by RPP findings, tools and concepts.
  • Impact Assessment and Shared Learning (IASL) team. Resource Pack on Systematization of Experiences, edited by Samantha Hargreaves, and Mariluz Morgan. ActionAid International, 2012.
    • Available here
    • Intermediate
    • This resource pack gives step by step guidance on how to conduct a process of systematization of experience, a critical reflection about practice designed to improve practice.  This process involves people involved in programming or action with an external agent who provides methodological and analytical support for reflection on practice.
  • CDA Collaborative Learning Projects' Reflecting on Peace Practice Program. "RPP Program Reflection Exercise." CDA Collaborative Learning Projects, 2014.
    • Available here
    • Beginner, Intermediate
    • This tool is intended for use by program teams as a process for self-assessment or review. It incorporates tools and insights from the Reflecting on Peace Practice Program at CDA Collaborative Learning Projects to reflect on program strategy, design and effectiveness.  It can be used as a basis for an informal participatory self-evaluation with or without external facilitation—at the program development phase to examine underlying assumptions of a program, or later (mid-course or at the end of a program) to reflect on theories of change, assumptions and evidence of effectiveness.  An illustrative application to land-related violence explains how to use the tool in a concrete situation. 

The following are alternatives to formal evaluation that can be used if it is determined that a formal evaluation—whether formative or summative—is not appropriate or feasible.