Through process evaluation, you can determine the degree to which your program is being implemented as designed and explain any major deviations. Process evaluation involves collecting information about the program, including how the program is delivered, and about program participants.

About the Program

• Organizational context, such as type of service agency, size, years in operation, experience providing services to the target community and population, community linkages, and reputation in the community

• Program setting, such as location, facilities, and community environment

• Target population, such as age range, race or ethnicity, common risk factors, eligibility criteria, and sources of referral or recruitment into the program

• Program staff, such as positions and full-time equivalents (FTEs), qualifications, staff-client congruency, training, and satisfaction with the program

• Information about program services, such as:

  • Types of services provided
  • Frequency of service provision (number of times per week or month)
  • Length of each service (number of minutes or hours)
  • Duration of each service (number of days, weeks, or months)
  • Method of delivery (e.g., one-on-one, group session, didactic instruction)

A process evaluation should also document important problems that were encountered while implementing the program. Deviations from a program’s design are often caused by implementation difficulties. For example, program participants may have greater service needs than the planners anticipated; when program services are expanded, a different staffing pattern may be required. Information on such problems and the resulting program changes is useful when interpreting outcome evaluation findings. This information is also useful to others who may consider replicating the program.

About Program Participants

• Age at program entry

• Gender

• Race or ethnic identification

• Primary language (if appropriate)

• Education level at program entry

• Marital status (for adults)

• Employment status (for adults)

• Income sources (for adults)

• Risk factors at program entry

  You should also consider collecting data on client satisfaction. A good assessment of client satisfaction requires data on client perceptions of each program service received and overall satisfaction with the program.

For more information on how to conduct a process evaluation, visit the Resources & Links section of this event as well as the archived event Implementing Research-Based Prevention Programs in Schools.