Difference Between Evaluations
Evaluation plays a crucial role in assessing the viability and impact of various
programs. The two major types of evaluation are evaluations of program process and
implementation and evaluations focusing on program effects. These evaluation types aim to
assess program outcomes but differ in their primary focus and the aspect they examine.
Evaluations of program process and implementation primarily focus on understanding
how a program is being delivered and implemented. These evaluations assess whether the
program is being executed as planned, if the activities and services are being conducted
efficiently, and whether the program is reaching its designated population. As demonstrated in
the study by Arapovic-Johansson et al. (2020), these evaluations offer insights into the fidelity
of program implementation, the quality of program activities, and the extent to which the
program adheres to its original plan.
Additionally, the results of evaluations of the program process and implementation
increase the capacity to report on the program and use the information to enhance future
activities. Bremer et al. (2018) used such evaluations to strengthen the psychological well-
being of elementary school-aged children. Furthermore, this type of evaluation shows
information pertinent to the who, what, when, and where questions: who was the target of the
program, what has the program accomplished, when did the program activities take place, and
where did the program activities occur? Besides, evaluations of the program process and
implementation are normally done as soon as execution starts. It also exhibits how well the
program is running, the degree to which it is exactly being implemented as intended, and
whether the program is accessible and pleasing to its target population. Limbani et al. (2019)
showed that this type of evaluation is essential to understanding contextual elements that may
affect implementation. Furthermore, it also allows programs to monitor how well their
activities and plans are operating.
In contrast, evaluations focusing on program effects center around assessing the
outcomes and impacts of the program. They assess whether the program met its anticipated
objectives, whether it produced the desired changes or improvements, and whether it caused
any inadvertent outcomes (Boothroyd, 2018). This type of evaluation also uses various
techniques to assess the program's effects on participants or the general community, including
pre-and post-test comparisons, control group designs, and statistical analysis. Moreover,
evaluations focusing on program effects are used after the program has interacted with at least
one person or group in the target population. It is essential and has been increasingly pertinent
in the age of accountability (Gao et al., 2019). According to the CDC (2023), this type of
evaluation reveals to what extent the program affects the target population's actions.
Additionally, it is instrumental as it specifies whether the program is effective in
attaining its goals. The book of Proverbs 27:23 teaches the importance of evaluations. The
book reads: “Be sure you know the condition of your flocks, give careful attention to your
herds” (NIV). This verse underlines the importance of assessing and knowing the condition of
one's resources, which can also be applied to evaluating programs. Evaluations aid
practitioners and policymakers in understanding the state and efficacy of their programs,
allowing them to make wise decisions, detect areas that need improvement, and maximize the
impact of their efforts. Evaluations of program process and implementation investigate how a
program is being delivered and implemented, while evaluations focusing on program effects
assess the results and impact of the program. Program process and implementation
evaluations assess fidelity, efficiency, and adherence to the program's plan, while evaluations
focusing on program effects measure the success of objectives and the associated changes or
improvements.
References
Arapovic-Johansson, B., Jensen, I., Wåhlin, C., Björklund, C., & Kwak, L. (2020). Process
evaluation of a participative organizational intervention as a stress preventive
intervention for employees in Swedish primary health care. International Journal of
Environmental Research and Public Health, 17(19), 7285.
Boothroyd, R. (2018, February 23). Process and Outcome Evaluation Approaches.
https://www.usf.edu/cbcs/mhlp/tac/documents/florida-main/cjmhsa-tacpresentations/boothroyd-
process-outcome-evaluation.pdf
Bremer, E., Graham, J. B., Veldhuizen, S., & Cairney, J. (2018). A program evaluation of an in
school daily physical activity initiative for children and youth. BMC Public Health,
18(1). https://doi.org/10.1186/s12889-018-5943-2
CDC. (2023). Types of Evaluation. Centers for Disease Control and Prevention. Retrieved
August 20, 2023, from https://www.cdc.gov/std/program/pupestd/types%20of
%20evaluation.pdf
Gao, X., Shen, J., Wu, H., & Krenn, H. Y. (2019). Evaluating program effects: Conceptualizing
and demonstrating a typology. Evaluation and Program Planning, 72, 88–96.
https://doi.org/10.1016/j.evalprogplan.2018.10.008
Limbani, F., Goudge, J., Joshi, R., Maar, M. A., Miranda, J. J., Oldenburg, B., Parker, G.,
Pesantes, M. A., Riddell, M. A., Salam, A., Trieu, K., Thrift, A. G., Van Olmen, J.,
Vedanthan, R., Webster, R., Yeates, K., & Webster, J. (2019). Process evaluation in the
field: global learnings from seven implementation research hypertension projects in lowand
middle-income countries. BMC Public Health, 19(1). https://doi.org/10.1186/s12889-
019-7261-8
