This glossary includes important terms related to evaluation. You may notice that different people use different terms to describe the same concepts, which can be confusing. We've tried to highlight the different terms you might hear for the same concept in this glossary. The most important thing when it comes to terminology is that you know what your program is trying to achieve and how you will measure progress.
Culturally Competent Evaluation: Evaluation that is commissioned and carried out by non-Indigenous evaluators, but which involves Indigenous experts in at least some aspects of designing and implementing the evaluation. This approach recognizes and respects Indigenous values and community protocols and ensures that data collection methods are culturally appropriate. It is also referred to as culturally sensitive evaluation.
Culturally Responsive Indigenous Evaluation: Evaluation that is grounded in Indigenous knowledge and theory and may use Indigenous research methods to design and implement an evaluation study. It is conducted for the benefit of Indigenous governments or communities, but may not be exclusively Indigenous led.
Data: Another word for information.
Evaluation Plan: A summary of relevant background information and a road map for the evaluation. It typically includes a program description (program goals and objectives, participants, activities, and budget), as well as information about the evaluation (purpose, focus, roles and responsibilities of evaluators and stakeholders, what information you will collect and how you will collect it, ethical considerations, schedule and budget, sharing results).
Formative Evaluation: An evaluation approach typically used for new programs that is useful for highlighting major gaps in the content of the program (what you are doing) or program delivery (how you are doing it). A formative evaluation asks questions like: Is the program being delivered as planned? If not, why? What parts are working well, for whom, and why? What parts aren’t working well, for whom, and why?
Goal: A goal is a statement that captures what your program is trying to accomplish. For example, “Youth will spend more time on the land” or "Community members will eat more country food." Goals are sometimes also referred to as outcomes.
Impact Evaluation: An evaluation approach typically used used to identify achievements or better understand the effectiveness of a program. It is commonly used for a stable, on-going program, or a program that is nearing the end of its life. Impact evaluations are also referred to as outcome evaluations and summative evaluations.
Indigenous-Led Evaluation: Evaluation that is led by Indigenous people, for Indigenous governments or communities, on their own terms. Non-Indigenous evaluators may be invited to participate but it is not automatically assumed that they are the experts or will lead the process.
Needs Assessment: An evaluation approach that helps you to identify and understand between how things are and how you would like them to be. It is an important first step in planning a new program or updating a long-standing program
Objectives: Specific, measurable actions that will help you determine if your program is achieving the desired results. Objectives are also referred to as short-term outcomes.
Program Evaluation: The systematic and intentional process of collecting and gathering information about a program for the purpose of planning, decision-making, program improvement, or reporting.
Qualitative Information: Information that describes a situation using words, ideas, and stories. Qualitative information can be drawn from participants’ own words or can be based on observations. For example, English-speaking youth may describe struggling to understand Dene-speaking Elders or the evaluator may observe that program participants became more confident using guns during the camp.
Quantitative Information: Information that describes a situation using numbers. Quantitative information is something that can be counted. For example, the number of camps you held, the number of participants that learned how to use a chain saw, or the number of people that reported feeling more connected to Elders.
Stakeholders: People or organizations that have an interest in your program. Stakeholders may be involved directly (e.g. administrators, program leaders, participants) or they may be affected by the program (e.g. family members, funders, community members).
Culturally Responsive Indigenous Evaluation: Evaluation that is grounded in Indigenous knowledge and theory and may use Indigenous research methods to design and implement an evaluation study. It is conducted for the benefit of Indigenous governments or communities, but may not be exclusively Indigenous led.
Data: Another word for information.
Evaluation Plan: A summary of relevant background information and a road map for the evaluation. It typically includes a program description (program goals and objectives, participants, activities, and budget), as well as information about the evaluation (purpose, focus, roles and responsibilities of evaluators and stakeholders, what information you will collect and how you will collect it, ethical considerations, schedule and budget, sharing results).
Formative Evaluation: An evaluation approach typically used for new programs that is useful for highlighting major gaps in the content of the program (what you are doing) or program delivery (how you are doing it). A formative evaluation asks questions like: Is the program being delivered as planned? If not, why? What parts are working well, for whom, and why? What parts aren’t working well, for whom, and why?
Goal: A goal is a statement that captures what your program is trying to accomplish. For example, “Youth will spend more time on the land” or "Community members will eat more country food." Goals are sometimes also referred to as outcomes.
Impact Evaluation: An evaluation approach typically used used to identify achievements or better understand the effectiveness of a program. It is commonly used for a stable, on-going program, or a program that is nearing the end of its life. Impact evaluations are also referred to as outcome evaluations and summative evaluations.
Indigenous-Led Evaluation: Evaluation that is led by Indigenous people, for Indigenous governments or communities, on their own terms. Non-Indigenous evaluators may be invited to participate but it is not automatically assumed that they are the experts or will lead the process.
Needs Assessment: An evaluation approach that helps you to identify and understand between how things are and how you would like them to be. It is an important first step in planning a new program or updating a long-standing program
Objectives: Specific, measurable actions that will help you determine if your program is achieving the desired results. Objectives are also referred to as short-term outcomes.
Program Evaluation: The systematic and intentional process of collecting and gathering information about a program for the purpose of planning, decision-making, program improvement, or reporting.
Qualitative Information: Information that describes a situation using words, ideas, and stories. Qualitative information can be drawn from participants’ own words or can be based on observations. For example, English-speaking youth may describe struggling to understand Dene-speaking Elders or the evaluator may observe that program participants became more confident using guns during the camp.
Quantitative Information: Information that describes a situation using numbers. Quantitative information is something that can be counted. For example, the number of camps you held, the number of participants that learned how to use a chain saw, or the number of people that reported feeling more connected to Elders.
Stakeholders: People or organizations that have an interest in your program. Stakeholders may be involved directly (e.g. administrators, program leaders, participants) or they may be affected by the program (e.g. family members, funders, community members).