The following is an example of a completed question set taken from the E-valu-it Toolkit. These questions are designed to inform the evaluation recommendations for your intervention and the users' responses to these questions are transferred into their report template.
Only to be used in conjunction with the E-valu-it Toolkit.
Q1. What is the local road safety issue that your intervention is intended to address?
(For example: Parents parking on zig-zag lines outside primary schools, or young people not wearing rear seat belts).
Answer: The ability of primary aged children to cross the road safely..
Q2. Why have you chosen to focus on this specific issue?
(i.e. how can you demonstrate that there is a need for an intervention)
Please select all that apply and provide details of your selection(s) in the box provided:
- Anecdotal observation
- Systematic observation
- Research and evaluation reports
- Complaints from the public
- Local knowledge
- Traffic speed data
- Traffic volume data
- Recorded traffic offences
- Demographic data
- Public consultation
- There is no evidence yet
- Other
Q3. What elements does your ETP intervention include?
Please select all that apply and provide details of your selection(s) in the box provided:
- Large scale presentation (e.g. Theatre in education)
- Small scale presentation (e.g. Presentation to a classroom of school children)
- Training courses (e.g. Older driver workshops)
- Stands at public events or in public places
- Poster campaign
- Leaflet campaign
- Web-based publicity (e.g. YouTube video clip)
- Website
- E-learning
- Bus-back advertising
- Diversionary measure (e.g. Speed awareness)
- Radio advertising
- TV advertising
- Cinema advertising
- Self-selecting training (e.g. Refresher driver training)
- One-to-one advice and training
- SMS messaging
- Other
To deliver presentations in primary schools in areas which have high casualty rates.
Q4. What information do you have to support your chosen intervention?
(i.e. why do you think your particular intervention approach will be effective in addressing the specific issue identified in question 3.)
Please select all that apply and provide details of your selection(s) in the box provided:
- Continuation of existing practice
- Replication of an intervention practice elsewhere
- Research and evaluation reports
- Road user audit report
- Professional/expert advice
- There is no information yet
- Other
Positive results from another local authority, where pedestrian workshops were shown to be effective in improving pupils road safety knowledge.
Q5. Have you identified aims for your intervention?
Q5 a. What and who do you hope to change by your intervention?
Your aim should relate to a measurable outcome, e.g. Your aim could be to reduce the number of parents (the who) stopping on zig-zag lines outside primary schools (the what), or to increase rear seat belt wearing (the what) by under 25 year old passengers (the who).
Improve the knowledge of primary school pupils in how to cross the road safely.
Q5 b. By when do you hope to achieve your aim(s)?
E.g. A reduction in the number of parent driven vehicles stopping on zig-zag lines outside primary schools by July 2011.
Pupils should have improved their knowledge by the end of the workshop they take part in. The first round of delivery of workshops should be completed by July 2017, within which time we would like to have delivered it to 8 classes.
Q6. Have you identified objectives for your intervention?
Q6 a. Please state your objectives.
Your objectives are the 'how' of your intervention (how you intend to achieve your aims)
E.g. 'To increase awareness by distributing a leaflet to 200 parents on the reasons why they should not park on the zig-zag lines'.
To see a 20% improvement in knowledge within primary aged children who attend an educational workshop. The improvement in knowledge should be seen immediately after the workshop and sustained for three months afterwards.
Q7. Is your ETP intervention delivered in conjunction with:
Please select one
- Engineering interventions
- Enforcement interventions
- Not delivered in conjunction with engineering or enforcement interventions
Q8. Does your intervention consist of a single type of intervention or is it a programme of interventions?
Please select one
- Stand-alone intervention (e.g. just bus-back advertising)
- Programme of interventions (e.g. bus-back advertising as well as radio advertising)
Q9. Approximately how many people will be exposed to your intervention?
1000 16-18year olds attended a workshop on seatbelt wearing. (Please enter number).
240 (primary aged pupils within the first round of delivery)
Q10. Of those, how many do you expect to influence?
E.g. 200 of the 1000 who attend, will alter their seatbelt wearing behaviour (Please enter number).
145
Q11. Start date of the intervention:
09/01/2017
Q12. End date of the intervention:
21/07/2017
Q13. What do you expect the total financial cost of the intervention to be?
(Where possible, this cost should include staff time.)
£2,000
Q13 a. What do you expect the total financial cost of the intervention to be?
Please select one:
- Zero %
- 1-4 %
- 5-10 %
- More than 10%
- Don't Know
Q14. What is the purpose of the evaluation?
(Think about what you intend to use the results for)
Please select one:
- To improve the intervention
- To show the effectiveness of the intervention
- Both
Q15. What stage are you at in planning your intervention?
Please select one:
- Planning
- Planning but not delivered
- Delivering
- Delivered
Q16. How do you intend to measure progress towards your aim?
You can select more than one
- Monitoring Indicator
- Short-term Outcome
- Long-term Outcome
Q16 (1a). Please describe what you would like to monitor?
E.g. Number of parents who return a slip to say that they have received and read the leaflet.
Monitoring how many schools have agreed to have the workshops delivered based on the number who have been offered a workshop. How many schools have been delivered to. How many pupils have been delivered to. The locations of schools that have received the workshop.
Q16 (2a). What short-term outcome(s) would you like to measure?
You may choose more than one
- Knowledge (has your audience learned anything?)
- Attitudes (have the audience’s attitudes changed?)
- Intended behaviour (do the audience plan on acting differently in the future?)
- Other
The classes will be tested on their knowledge of how to cross the road safely via a quiz.
Q16 (2b). How will your short-term outcome measure(s) demonstrate if you have met your objectives?
E.g. Measuring parent's knowledge about the reasons why they should not stop on zig-zags will demonstrate whether the objective to raise awareness of these reasons has been met.
Measuring pupils knowledge, via the quiz, will demonstrate whether the objective to improve knowledge, by 20%, has been met.
Q16 (2c). Will you collect any before measurements of your short-term outcome?
E.g. Before they received the leaflet, how much did parents know about the reasons for not stopping on the zig-zags? Even if you are currently delivering or have already delivered the intervention you can still collect some form of before measurement.
Q16 (2d). By how much do you hope to change the situation you are measuring in the short-term outcome?
E.g. An increase from 60% to 90% in parent knowledge on the reasons for not stopping on the zig-zags.
A 20% increase in pupil knowledge on how to cross the road safely
Q16 (3a). What long-term outcome(s) would you like to measure?
You may choose more than one
- Knowledge (has your audience learned anything?)
- Attitudes (have the audience’s attitudes changed?)
- Intended behaviour (do the audience plan on acting differently in the future?)
- Other
To test if any changes in knowledge have been sustained 3 months after the workshop.
Q16 (3b). Will you collect any before measurements of your long-term outcome?
E.g. Before they received the leaflet, how many parents were stopping on zig-zags? Even if you are currently delivering or have already delivered the intervention you can still collect some form of before measurement.
Q16 (3c). By how much do you hope to change the long-term outcome you are measuring?
E.g. The number of cars stopping on the zig-zags between 8 and 9 am and 3 and 4 pm, will decrease by 50%.
To sustain a 20% improvement in knowledge from immediately after the workshops, 3 months after the workshop is conducted.
Only to be used in conjunction with the E-valu-it Toolkit.