Clear
	Accessible
	Useful
	Relevant
	Humane
	Compatible
	Worthwhile

	Would produce trivial information
	Results will not be used
	Cannot yield useful, valid information
	Is premature
	No qualified evaluators are available
	Propriety of evaluation is doubtful
	Is forced

	Step 1. Is there a legal requirement to evaluate? If yes, initiate evaluation. If no, go to Step 2.
	Step 2. Does the object of the evaluation have enough impact or importance to warrant formal evaluation? If yes, go to Step 3. If no, formal evaluation unnecessary.
	Step 3. Are there human and fiscal resources available for the evaluation? If yes, go to Step 4. If no, find before proceeding.
	Step 4. Is the object of the evaluation ready for evaluation? If yes, go to step 5.   If no, evaluation is premature.
	Step 5. Is the object of the evaluation well enough defined, implemented, and managed to permit a fair evaluation? If yes, go to step 6. If no, delay evaluation.
	Step 6. Is there an important decision to be made for which evaluation information would be relevant? If yes, go to step 7. If no, evaluation is inappropriate.
	Step 7. Is it likely that the evaluation will provide dependable information? If yes, go to step 8. If no, discontinue.
	Step 8. Is the evaluation likely to meet acceptable standards of propriety? If yes, go to step 9. If no, discontinue.
	Step 9. Will the decision be made exclusively on other bases and uninfluenced by the evaluation data? If yes, discontinue. If no, go to summary.
	Summary.   Based on steps 1-9, should an evaluation be conducted?

 

	More likely to be impartial
	More likely to be credible
	Enables an agency to draw on evaluation expertise beyond that possessed by agency staff
	Bring a fresh, outside perspective
	Sometimes people are more willing to reveal sensitive information to outsiders

	Difficult to ascertain the competence of the external evaluation
	The external evaluator may be unfamiliar with the phenomenon being evaluated and its context
	Negotiations may delay start-up and feedback may be less immediate
	Typically more expensive

	Step 1. Is there a legal requirement that the evaluation be conducted by an external evaluator?    If yes, initiate search. If no, go to Step 2.
	Step 2. Are financial resources available to support any use of an external evaluator? If yes, go to Step 3. If no, conduct the evaluation internally.
	Step 3. Does the evaluation require specialized knowledge and skills beyond the expertise of internal evaluators who are available to do evaluation tasks? If yes, initiate search. If no, go to Step 4.
	Step 4. Are credibility, impartiality, and/or outside perspective of concern to the audiences for which the evaluation is conducted? If yes, go to Step 5. If no, discontinue.
	Step 5. Is there an external evaluator possessing the necessary technical competence who is available and willing to do or assist with the evaluation? If yes, make necessary arrangements. If no, conduct the evaluation internally.
	Summary. Based on Steps 1-5, should this evaluation be conducted by an external evaluator?

	Describe the object of an evaluation
	Describe the context of an evaluation
	Conceptualize appropriate purposes and frameworks for evaluation
	Identify and select appropriate evaluation questions, information needs, and sources of information
	Identify, select, and apply appropriate techniques and procedures for information collection, processing, and analysis
	Determine value of the object of an evaluation
	Communicate evaluation plans and results effectively
	Manage evaluations
	Maintain ethical standards
	Adjust for external factors that affect an evaluation
	Evaluate the evaluation (meta-evaluation)

	Formal academic preparation of the evaluator
	Evaluation experience of the evaluator
	Professional orientation of the evaluator
	Track record of the evaluator
	Personal style and characteristics of the evaluator

	Identifying intended audiences Multiple audiences
	Describing program being evaluated Descriptive documents Interviews Observations

	What need does the program exist to serve? Why was it initiated? What are its goals? Whom is it intended to serve?
	What does the program consist of? What are its major components and activities, its basic structure and administrative/managerial design? How does it function?
	What is its setting and context (geographical, demographic, political, level of generality)?

	Who participates in the program (i.e., which grades, students, staff, administrators)? Who are other stakeholders?
	What is the program’s history? How long is it supposed to continue? When are critical decisions about continuation to be made?
	Are there unique contextual events or circumstances (i.e., contract negotiations, teacher strikes, changes in administration) that could affect the program in ways that might distort the evaluation?
	What resources (human, materials, time) are consumed by using the program?
	Has the program been evaluated previously? If so, what outcomes/results were found?

	Financial resources needed
	Availability and capability of evaluation personnel
	Other resources and constraints

	Policymakers
	Administrators or managers
	Practitioners
	Primary consumers
	Secondary consumers

	Who should be involved?
	How Should the convergent phase be carried out?

	Be of interest to key audiences?
	Reduce present uncertainty?
	Yield important information?
	Be of continuing (not fleeting) interest?
	Be critical to the study’s scope and comprehensiveness?
	Have an impact on the course of events?
	Be answerable in terms of Financial and human resources? Time? Available methods and technology?