Introduction and Overview
Section 1: Scoping and Framing the Evaluation
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1a. What were we evaluating and who were the primary intended users? (4:04)
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1b. Key RIE challenges; determining the evaluation approach & guiding principles (7:20)
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1c. Where, how, why, which, and whose values we use in evaluation (4:42)
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1d. How to write good Key Evaluation Questions (KEQs) (11:18)
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1e. The Retrospective Impact Evaluation KEQ Cheat Sheet (3:20)
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1f. Adapting the generic KEQs for a real evaluation (5:29)
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1g. Using the KEQs to address the OECD-DAC evaluation criteria (4:39)
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Intro and Section 1 recap, your questions and feedback
Section 2: Evaluating Design, Implementation, and Durability
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2a. Answering the design, implementation, & durability KEQ – an education example (4:04)
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2b. Data challenges: Finding historical records, mapping out what was done (5:44)
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2c. Evaluating design, adaptation, and implementation – what to consider (4:57)
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2d. What does equitable design and implementation look like? (5:40)
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2e. Assessing the OECD/DAC criteria of Alignment and Coherence (2:30)
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2f. Assessing durability and sustainability of component design and implementation (6:00)
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2g. Rubric-guided evaluation of durability - a health and nutrition example (4:52)
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2h. Where did the definitions in the rubrics come from? (1:56)
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2i. How mixed methods and triangulation help support robust conclusions (2:06)
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Section 2 recap, your questions and feedback
Section 3: Evaluating Outcomes, Impacts, and Sustainment
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3a. The difference between sustainment and sustainability of outcomes and impacts (1:52)
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3b. Answering the outcomes, impacts and sustainment KEQ (1:34)
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3c. Figuring out which outcomes and impacts to track on education – Plan A (3:06)
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3d. What do you do when evidence is unavailable and you need to switch to Plan B (2:05)
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3e. Feasible student outcomes and impacts to explore – the key questions to ask (1:37)
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3f. The importance of asking the “why” question for causal inference (2:01)
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3g. What do equitable outcomes and impacts look like (1:11)
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3h. Representing Save the Children’s impact on access to education (3:09)
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3i. Assessing outcomes for young people trained as teachers by Save the Children (3:55)
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3j. Strategies for collecting and analyzing outcome data on teachers’ income (2:34)
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3k. Searching for outcomes and impacts related to health and nutrition (4:35)
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3l. Figuring out which outcomes and impacts to track on health and nutrition – Plans A, B & C (8:16)
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3m. Dataviz showing outcomes and impacts on health and nutrition (2:03)
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3n. How to infer causation - tips and tricks (6:09)
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3o. Tracking down ripple effects and unanticipated impacts (9:38)
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Section 3 recap, your questions and feedback
Section 4: Assessing Value for Investment
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4a. Answering the "Value" KEQ (4:45)
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4b. Top tips and steps for doing Value for Investment analyses (2:56)
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4c. Finding the big-ticket items for Value for Investment studies (5:24)
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4d. Estimating the total investment made – the cost component of VfI studies (7:22)
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4e. Monetizing benefits and estimating a cost-benefit ratio (2:00)
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4f. Estimating a cost-benefit ratio for increased years of schooling (12:26)
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4g. Estimating a cost-benefit ratio for potential lifetime earnings for trained teachers (10:59)
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4h. Estimating a cost-benefit ratio for health savings due to access to clean water and sanitation (4:42)
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4i. Six top tips for doing sound Value for Investment studies (2:52)
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Section 4 recap, your questions and feedback
Section 5: Sensemaking, Synthesis, and Reporting
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5a. Answering the KEQ about lessons learned for lasting change (2:57)
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5b. The durability and sustainment evaluation cheat sheet (2:22)
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5c. What helped or limited durability and sustainment in Save the Children’s project (5:28)
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5d. The 3 Cs influencing how well transition and exit went (5:06)
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5e. Cool tricks to make beautiful and effective dataviz (10:06)
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5f. How to make clear, compelling, and insightful reports (7:11)
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5g. Reporting pro tips (5:07)
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5h. Ten tips for doing great Retrospective Impact Evaluations (24:15)
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5i. Useful additional resources (2:40)
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Section 5 recap, your questions and feedback
