Evidence of quality – how well did we do it?

This section details the quality and types of evidence in process evaluation.

This section details the quality and types of evidence in process evaluation.

There is a big difference between simply doing something and doing it well. For example:

  • We updated the website and lots of people have visited it.
    • 'Could visitors find what they were looking for?'
  • Our non-teaching staff all updated their first aid training.
    • 'Was the training any good?'
    • 'Do they remember anything from it?'
  • We appointed an instructional leader to support a new program.
    • 'Has the instructional leader developed strong working relationships with our teachers?'
    • 'Are the teachers clear on what they are supposed to be doing differently?'

Quality and types of evidence

We can make a judgement about the quality of a process based on different types of evidence, depending on the context. Three common approaches are:

  • direct feedback from participants about their experience, perhaps through:
    • a survey
    • qualitative debrief or reflection exercises, for example interviews, focus groups or feedback games.

    Follow the link below to read more about the strengths and weaknesses of different data types.

  • comparison of actual practice with recommended practice or a set of standards. For example:
    • observing lessons and comparing teaching practices with expectations
    • document analysis to identify how program activities are being recorded or for monitoring professional learning plans
    • documenting processes and practices in a way that shows adherence to requirements, for example departmental policy, or descriptions of practice such as the School Excellence Framework (Version 2, July 2017).


  • Professional learning

Business Unit:

  • Centre for Education Statistics and Evaluation
Return to top of page Back to top