Activity assessment tool
Use this seven-step tool to recognise what is working well, and what could be improved, when evaluating a sexual violence primary prevention activity.
This tool was created for the Sexual Violence Primary Prevention Toolkit in September 2016.
Use the rubric (ie choose low, medium or high) to answer each relevant question regarding your level of practice.You can use this tool individually then share your responses with those you work with, or you can complete this as a group exercise.
Note:
The term evidence base or evidence-based is used throughout this template.This is used to refer to research based evidence from peer-reviewed journals and reports. It also refers to the local and national data that youhave collected to inform your initiative.
Goal 1
Sexual Violence prevention programmes and initiatives are comprehensive, evidence-based and theoretically grounded.
Effective SVP programmes and initiatives… / Low / Moderate / High / Evaluation questionsAddress risk and protective factors across multiple settings of the ecological model (e.g. individual, relationship, organisational, community, societal) / Programme/initiative addresses factors in one setting or covers two in an incomplete manner. / Programme/initiative works effectively at two levels or covers more than three in an incomplete manner (or works with other organisations to ensure these levels are covered). / Programme/Initiative works effectively at three or more levels (or works with other organisations to ensure these levels are covered). / What level(s) of the ecological model of sexual violence is the initiative targeting?
What other levels need to be incorporated to ensure that the targeting will be effective?
Use theory and evidence to inform initiative or programme development / No obvious theoretical approach or evidence base.
No theory of change or programme logic. / Evidence base is articulated but not widely shared in the organisation.
Theoretical approach is developed but is not widely shared in the organisation.
Theory of change is developed but is not widely shared in the organisation.
Programme logic is developed but is not widely shared in the organisation. / Evidence base is clearly articulated and widely shared.
Theoretical approach (e.g. how the issue, problem and behaviours have developed) is clearly articulated and widely shared.
Credible theory of change and programme logic models have been developed and are widely shared in the organisations among stakeholders. / What is the evidence base for the programme/initiative?
How clearly has the theoretical approach been articulated (i.e. is there a theory of how the issue, problem and behaviours have developed)?
Is there theory of change and/or logic model? How clear is this?
Is the theory of change evidence-based and credible?
Based on the theoretical approach and the theory of change how credible is it that the initiative will produce change?
Goal 2
Sexual violence prevention programmes and initiatives are well-resourced, concentrated and sustained over time.
Effective SVP programmes and initiatives… / Low / Moderate / High / Evaluation questionsHave adequate resource to support high quality staff and management, and use well-trained, appropriate facilitators with a balance of male and female facilitators. / Organisation is managed by untrained staff or volunteers.
No supervision evident.
Facilitators are untrained or have only reviewed the course material . / Organisational staff and volunteers are trained informally or on an ad-hoc basis.
Some supervision evident.
Facilitators are trained informally or on an ad-hoc basis.
Programme is presented by either female or male presenters (rather than a mix of both). / Organisational staff and volunteers are well-trained and supervised, find their work meaningful and have a long-term commitment to the organisation.
Facilitators are formally trained, prepared and supported, and are equipped to deal with disclosures.
Comprehensive disclosure policy is in place, shared widely with stakeholders and well understood by staff and facilitators.
There is a balance of male and female facilitators.
Trainers are matched culturally with audience, or given ongoing cultural training. / Are there sufficient resources to run the programme/initiative?
What types of staff and facilitator training are in place? How is staff/facilitator effectiveness measured?
What types of supervision are in place? How is this managed?
How is the gender balance of the presenters managed?
How are trainers matched culturally?
Allow repeated exposure to messages and emphasise high contact with participants within a limited time frame. / Programme/initiative provides a single opportunity for message exposure (e.g. one-off workshops). / Programme/initiative provides several opportunities for message exposure (e.g. three sessions) within extended time frame. / Programme/initiative provides at least 4-5 opportunities for message exposure within a concentrated or limited time frame. / Are there a sufficient number of sessions/opportunities provided to expose participants to programme/initiative content?
Are the sessions long enough to present the programme content?
Are the sessions presented within a limited (e.g. three months or less) time frame, or longer?
Goal 3
Sexual violence prevention programmes and initiatives are responsive to community needs, beliefs, practices and norms, challenge cultural norms where necessary, foster networks and partnerships and involve key influencers outside of the target audience.
Effective SVP programmes and initiatives… / Low / Moderate / High / Evaluation questionsAre flexible, responsive and relevant to the needs of the target audience community. / No analysis of target audience or community needs has been undertaken.
No analysis of the suitability of a gender-based approach.
Audience or community are not involved in programme/initiative development. / Some analysis of target audience or community needs has been undertaken.
The needs of the target audience or community have been identified.
Audience or community is somewhat involved in testing, developing and evaluating programme/initiatives, although there is little or no gender balance. / Comprehensive analysis of target audience or community needs has been undertaken.
Programmes/initiatives are flexible and able to be tailored to different audiences.
Audience or community is involved in testing, developing and evaluating programme/initiatives and there is a strong gender balance. / How responsive is the programme/initiative to the needs of the target audience/community?
How flexible is the programme/initiative? Can it be adapted to suit different audience or community needs?
How is the wider community engaged?
In what ways has the programme/initiative used a gender-based approach?
Does the programme/initiative reinforce gender stereotypes? How?
Address the range of cultural beliefs, practices and cultural norms of participants and where necessary, challenge cultural norms which normalise sexual violence / No analysis of beliefs, practices and norms of participants has been undertaken.
Programme/initiative content and format is narrow and operates from only one set of beliefs, practices and norms, which is not that of the participants.
No understanding or consideration of the role of oppression/colonisation in sexual violence prevalence.
Little awareness or attention paid to cultural norms which normalise sexual violence. / Some analysis of beliefs, practices and norms of participants has been undertaken.
Programme/initiative content and format somewhat addresses and reflects the contributions and interests of participants.
Little understanding of the role oppression/colonisation plays in sexual violence prevalence.
Some awareness or attention paid to cultural norms which normalise sexual violence (e.g. victim blaming, rape myths, negative expressions of masculinity). / Thorough analysis of beliefs, practices and norms of participants has been undertaken.
Programme/initiative content and format reflect and are continually informed by cultural beliefs, practices and norms of participants
Programme/initiative considers oppression/colonisation and include methods to empower historically oppressed groups of participants.
Programme/initiative challenges cultural norms which normalise sexual violence by promoting victim empathy and encouraging participants to think about personal ethics and positive expressions of gender identity. / How is information tailored to different audiences?
How respectful is the programme/initiative of community values and beliefs?
In what ways does the programme/initiative content and format reflect cultural beliefs, practices and norms of participants?
In what ways does the programme/initiative evaluation reflect cultural beliefs, practices and norms of participants?
How is oppression/ colonisation factored in to the design, content and format?
What methods are used to empower historically oppressed groups of participants?
In what ways are cultural norms which normalise sexual violence challenged?
Take a whole school or whole community approach where key messages are reinforced and reflected, and collaboration and partnerships are fostered / Programme/initiative is isolated within one community/institution.
Collaboration/partnership is non-existent or minimal.
Messages are isolated and restricted to the programme/initiative. / Programme/initiative is aware of other community approaches and references some of these.
Connections between programme/initiative and other community partners are developing. / Programme/initiative partners with existing community organisations to share resources and information and reduce duplication.
Messages are reinforced and reflected in the school or community.
Students/community are supported to practise skills and behaviours taught in the programme/initiative. / What networks and partnerships exist?
How are other community initiatives taken into account?
In what ways do these partnerships allow the sharing of resources and information?
Who else does the programme/initiative need to work with to become more effective?
What support is available to help students/community members practise skills and behaviours?
Involve key influencers outside of the target audience, e.g. parents and caregivers by:
- Providing material to reinforce key concepts, knowledge and skills outside of the programme/initiative
- Providing training workshops
- Encouraging the development of protective factors
- Providing information on available support services.
What information and material is provided to key influencers (e.g. parents and caregivers) outside of the programme or workshop?
How effective is this material in reinforcing key concepts, knowledge and skills outside of the programme?
How confident are the key influencers that they have the skills and knowledge to effectively support programme participants, particularly around disclosure and accessing support services?
Goal 4
Sexual violence prevention programmes and initiatives use varied teaching methods and provide opportunities for the development of new skills.
Effective SVP programmes and initiatives… / Low / Moderate / High / Evaluation questionsUse varied and interactive teaching methods and engage multiple learning styles / Workshops use non-interactive formats where group participation is not encouraged or easily achieved, and only one learning style (e.g. visual, auditory, kinaesthetic and experiential) is taken into account. / Workshops use varying formats and have some opportunity for group participation.
Two different learning styles (e.g. visual, auditory, kinaesthetic and experiential) are taken into account. / Workshops have a highly engaging format with a mixture of presentation methods, a high level of interactivity and uses real-life examples.
Group participation is actively encouraged and forms a core part of the delivery.
Different learning styles (e.g. visual, auditory, kinaesthetic and experiential) are taken into account and catered for. / What sort of many teaching methods does the workshop include (e.g. interaction, group participation etc)?
How does the workshop take different learning styles into account?
Provide plentiful opportunities for the development of new skills / Programme/initiative provides no or minimal opportunities to acquire or practice new skills. / Programme/initiative provides some opportunities to acquire new skills including opportunities for active instruction (e.g. role play). / Programme/initiative provides frequent opportunities to acquire new skills through active instruction.
Participants are given the opportunity to consider how to incorporate new skills into everyday life (e.g. a ‘personal plan of action’). / How active is the instruction? Is there provision for hands on learning experiences?
How is interactive instruction used to practice new skills and behaviours?
What opportunities or resources are participants given to understand how to incorporate skills into everyday life?
Goal 5
Sexual violence prevention programmes and initiatives use content which is developmentally appropriate, strongly evidence-based and relevant to the participants.
Effective SVP programmes and initiatives… / Low / Moderate / High / Evaluation questionsSpecifically children and teens:
Tailor content to be developmentally appropriate and responsive to different stages of development / Programme/initiative content and format presented as a ‘one size fits all’ model. / Programme/initiative content and format responds to intellectual, cognitive and social developmental level of participants.
There is some awareness of presenting relevant information at times when young people are experiencing significant changes. / Content is developmentally appropriate and specifically tailored to fit intellectual, cognitive and social developmental needs of participants.
Focus is on delivering relevant information at times when young people are experiencing significant changes. / How developmentally appropriate is the content?
(Teens and younger adults) Is the programme/initiative timed to have an impact during important developmental milestones?
Use content which is strongly evidence-based and which promotes protective factors and reduces risk factors / Content has little or no evidence-base.
More emphasis placed on risk factors than protective factors. / Content uses an evidence-base.
Programme/initiative addresses both risk and protective factors, but focusses mostly on risk factors (e.g. things to avoid or not do). / Content uses a strong evidence base which is clearly linked to a theory of change.
Content addresses both risk and protective factors in ways which recognise the complexity of sexual behaviour, and promotes wellbeing and personal safety. / What evidence informs programme/initiative content?
How is the evidence base linked to a theory of change?
What protective factors does the programme/initiative address? How do these reflect best practice?
How does the content promote wellbeing and personal safety?
Goal 6
Sexual violence prevention programmes and initiatives safeguard the rights of participants and have clear guidelines and management processes in place for dealing with disclosures.
Effective SVP programmes and initiatives… / Low / Moderate / High / Evaluation questionsSafeguard the rights, health and wellbeing of participants / No formal guidelines around confidentiality, privacy and safety. / Some guidelines around confidentiality, privacy and safety exist, but are shared with participants in a cursory or informal way. / Participants are provided with written information on confidentiality, privacy and safety policies and procedures. / How does the programme/initiative prioritise safety?
How does the programme/initiative protect confidentiality?
Have clear guidelines and management processes in place for dealing with disclosures and provide comprehensive staff training around these. / No disclosure policy or only cursory guidelines in place.
No staff training.
No capacity to provide ongoing support for participants, family members and programme staff, and no contacts to refer to. / Disclosure policy and management processes developed but not widely understood.
Minimal staff training in how to deal with disclosures and what to do if a disclosure is made.
No training for others outside of the programme/initiative. / A comprehensive disclosure policy is in place, shared widely with stakeholders and well understood by staff and facilitators.
All staff are trained and confident in how to deal with disclosures and what to do if a disclosure is made.
Additional training is provided for those outside the programme/initiative (e.g. teachers) who may be disclosed to after the programme/initiative.
Programme/initiative ensures there are strong referral pathways with access to specialist trained staff. / What policies and procedures are in place to deal with disclosure? How widely understood/used are they?
What staff training is provided?
What training is provided for those outside the programme/initiative (e.g. teachers) who may be disclosed to after the programme?
How does the programme/initiative create an atmosphere where adults/children feel free to disclose?
Goal 7
Sexual violence prevention programmes and initiatives use research and evaluation to assess need, reflect on the work being undertaken, determine programme effectiveness and promote continuous quality improvement.
Effective SVP programmes and initiatives… / Low / Moderate / High / Evaluation questionsConduct a needs assessment prior to the beginning of the programme to determine the extent of the need, and what can be done to meet it / No needs assessment in place. / A cursory needs assessment is undertaken by looking at one source. / A full needs assessment is undertaken using a range of sources. / How was the need for the programme/initiative determined? Who was consulted? What sources were used?
To what extent is the programme/initiative meeting the needs identified? What else can be done to address the need?
Uses reflective thinking and process/formative evaluation to improve implementation by assessing how what and how much the programme/initiative has accomplished and where it could be strengthened / There is little reflective thinking about how well things are working, for whom and how they could work better.
No formative data collection in place, although there may be a cursory informal processes. / Activities are occasionally and informally looked at to determine what is working well, what is not working well and for whom. / Reflective thinking about how well things are working, for whom and how they could work better is embedded into the programme/initiative. / Is the programme/initiative operating as planned?
How well are the activities working?
Who are they working for, who are they not working for?
What do we need to do more of? Less of? Do differently?
How do we know? What is evidence do we have?
Uses outcome and impact evaluation to:
- Determine programme/initiative effectiveness in changing participants skills, knowledge, awareness and behaviour
- Capture broader and longer-term impacts on individuals, families and communities
- Promote continuous quality improvement
To what extent has the programme/initiative shifted participants’ skills, knowledge, awareness and behaviour?
What expected and unexpected outcomes has the programme/initiative had?
What would happen if evaluation had not been completed?
Activity assessment tool– September 2016