Abstract
BackgroundThis paper presents the development of a study design built on the principles of theory-driven evaluation. The theory-driven evaluation approach was used to evaluate an adolescent sexual and reproductive health intervention in Mali, Burkina Faso and Cameroon to improve continuity of care through the creation of networks of social and health care providers.Methods/designBased on our experience and the existing literature, we developed a six-step framework for the design of theory-driven evaluations, which we applied in the ex-post evaluation of the networking component of the intervention. The protocol was drafted with the input of the intervention designer. The programme theory, the central element of theory-driven evaluation, was constructed on the basis of semi-structured interviews with designers, implementers and beneficiaries and an analysis of the intervention's logical framework.DiscussionThe six-step framework proved useful as it allowed for a systematic development of the protocol. We describe the challenges at each step. We found that there is little practical guidance in the existing literature, and also a mix up of terminology of theory-driven evaluation approaches. There is a need for empirical methodological development in order to refine the tools to be used in theory driven evaluation. We conclude that ex-post evaluations of programmes can be based on such an approach if the required information on context and mechanisms is collected during the programme.
Highlights
This paper presents the development of a study design built on the principles of theory-driven evaluation
We conclude that ex-post evaluations of programmes can be based on such an approach if the required information on context and mechanisms is collected during the programme
To conclude, the theory-driven evaluation approach holds much promise for relevant learning from public health interventions and programmes, but there still is a need for methodological development for practical use
Summary
This paper presents the development of a study design built on the principles of theory-driven evaluation. Theory-driven evaluation (TDE) was invented to provide an answer to problems of evaluation approaches that are limited to before-after and input-output designs traditionally used in programme evaluation [1,2]. This was a reaction to the position of Campbell & Stanley [3], who stated that internal validity is the most essential issue in research, and Cronbach’s position that evaluation cannot serve policymaking if its external validity is not guaranteed [4]. The normative theory or action model contains the rationale and justification of the programme [5] It is what programme designers have in mind as assumptions and objectives when designing the programme. In theory-driven evaluation, the results of the evaluation are formulated as an improved programme theory and as such incorporated into the existing body of theoretical and programme knowledge
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