Many programs delivered by the nonprofit and public sectors are designed to help change people’s lives. For example:
  • A nonprofit focused on environmental justice hopes to get neighborhood residents involved in grass-roots activism, including calling policy makers, supporting candidates and monitoring environmental issues
  • A county public health department has implemented a number of incentives and opportunities to increase the numbers of people who choose to walk or bike for their regular commute
  • An arts institution prepares teachers to use new methods and expand their lesson curriculum through professional development and collaborations with local artists
When the changes of individuals (in these examples they would be residents, commuters and teachers) are aggregated, a larger community impact can be determined. The changes usually represent knowledge, attitude or behavior outcomes. When evaluating a program’s impact, one of the biggest challenges can be measuring these outcomes when they are likely to be evident, and when they have the most meaning. The table below suggests some considerations.
Type of outcome Ways to document outcome When outcome is likely to be evident Other considerations
Improved knowledge
  • Tests or quizzes of specific content
  • Self-reported comfort or familiarity with topics (i.e., on surveys)
  • Observations of people using knowledge in appropriate contexts, such as to answer questions in a group setting
  • Immediately after new information is presented
  • After an individual has had the chance to try or learn new things
  • If program staff are concerned about knowledge retention, it might be important to gather evidence of learning after several months have passed
  • If program staff are concerned about knowledge retention, it might be important to gather evidence of learning after several months have passed
 Improved attitudes
  • Self-reported feelings or beliefs about specific topics (i.e., on surveys or in interviews)
  • Observations of people adopting attitudes towards different situations
  • Quizzes or assessments of people’s feelings, beliefs or preferences[1]
  • During a program, as new situations arise
  • After an individual has gained information or something has changed in their environment that improves their outlook
  • Attitudes are very malleable – think about the different ways you might respond to attitude-based questions on a Monday morning as opposed to a Saturday evening; it may be important to find a “typical” time to ask attitude-based questions, or observe attitudes at several points in time
  • Attitudes are very malleable – think about the different ways you might respond to attitude-based questions on a Monday morning as opposed to a Saturday evening; it may be important to find a “typical” time to ask attitude-based questions, or observe attitudes at several points in time
Improved behavior
  • Observations of how people act in different situations
  • Self-reported behaviors, such as frequency or likelihood to engage in different activities
  • Activity logs, such as those people keep to record their TV-viewing habits
  • After an individual has changed their knowledge or attitudes and is interested in changing
  • After the circumstances surrounding the individual promote new behaviors
  • Even with the best intentions, people can only change their behavior if the conditions in which they live allow change; for example, in HIV-prevention programs, if people do not have access to preventative tools such as bleach or condoms, their behavior will not change
  • Even with the best intentions, people can only change their behavior if the conditions in which they live allow change; for example, in HIV-prevention programs, if people do not have access to preventative tools such as bleach or condoms, their behavior will not change
A number of published resources are available to help you as you decide the important types of evidence for knowledge, attitude and behavior outcomes. For example: McGee, Bernestine et al. Perceptions of Factors Influencing Healthful Food Consumption Behavior in the Lower Mississippi Delta. Journal of Nutrition Education and behavior. v40 n2, March/April 2008 Pollack, Anne et al. Using Behavior Change Theory to Communicate Effectively. The Evaluation Exchange, Harvard Family Research Project. v8, n3, Winter 2002 Fishbein, M. et al. Factors Influencing Behavior and Behavior Change. Handbook of Health Psychology, 2001. Schwarz, Norbert and Oyserman, Daphna. Asking Questions About Behavior: Cognition, Communication, and Questionnaire Construction. American Journal of Evaluation. v22 n2, 2001.
[1]If you conduct an Internet search for the term “attitude assessment”, you will get thousands of results, many including pre-validated assessments that may be relevant to your situation, such as the school attitude assessment survey.