Using Program Theory and Logic Models in Evaluation

Description: It is now commonplace to use program theory, or logic models, in evaluation as a means to explain how a program is understood to contribute to its intended or observed outcomes. However, this does not mean that they are always used appropriately or to the best effect. At their best, logic models can provide conceptual clarity across complex programs, motivate staff, and focus evaluations. At their worst, they can divert time and attention from other critical evaluation activities, provide an invalid or misleading picture of the program, and discourage critical investigation of causal pathways and unintended outcomes. This course focuses on developing useful logic models, and using them effectively to guide evaluation and avoid some of the most common traps. It begins with the assumption that participants already know something about logic models and program theory* but come with different understandings of terminology and options. Application exercises are used throughout the course for demonstration of concepts and techniques: (a) as ways to use logic models to positive advantage (e.g., to identify criteria, develop questions, identify data sources and bases of comparison); (b) ways they are used with negative results (e.g., focusing only on intended outcomes, ignoring differential effects for client subgroups, seeking only evidence that confirms the theory); and (c) strategies to avoid use traps (e.g., differentiated theory, market segmentation, competitive elaboration of alternative hypotheses). Participants receive the instructor's co-authored text, Program Theory in Evaluation (New Directions in Evaluation, Jossey-Bass, 1999).

*Note: Prior to attendance, those with no previous experience with program theory should work through the University of Wisconsin Extension 's course in 'Enhancing Program Performance with Logic Models' available at no cost at www.uwex.edu/ces/lmcourse/

Instructor: Dr. Patricia Rogers is Professor in Public Sector Evaluation and leader of the research program in Evidence-Based Policy and Practice in the Sustainable Health and Well-Being Research Institute at RMIT University (Royal Melbourne Institute of Technology), Australia . Dr. Rogers has used program theory for evaluation and monitoring since the mid 1980s in government (federal, state, and local) and non-government organizations for a wide range of programs, including community capacity building, family support, criminal offenders, policing, chemical handling regulation, labour market legislation, maternal and child health, agricultural research and extension, Indigenous housing, early childhood services, physical infrastructure, education and welfare. She is co-editor of a text on the challenges and opportunities in using program theory in evaluation in New Directions in Evaluation (Jossey-Bass, 1999). Her most recent writing on program theory explores how it can be used effectively for evaluation and performance monitoring of complicated and complex interventions.

She has presented keynote addresses at conferences of the Australasian, Aotearoa/New Zealand, European, United Kingdom , South African and Swedish evaluation societies and associations and delivered evaluation workshops in the USA , the UK , Australia , New Zealand , South Africa , Japan , Singapore and Malaysia . Her work has been recognized by the American Evaluation Association's Myrdal Award for Evaluation Practice, presented to an evaluation practitioner who has made a substantial and cumulative contribution to the professional practice of evaluation, and whose work brings to life the AEA's Guiding Principles for Evaluation, the Australasian Evaluation Society's Evaluation Training and Services Award for outstanding contributions to the profession of evaluation, the AES' Caulley-Tulloch Prize for Pioneering Literature in Evaluation, and the AES Best Evaluation Study Award.

Certificates: CEP IC.a or CAEP IIC.a

CEU: 1.4