Page 45 - Training of the Trainers: Integrating One Health Core Competencies for Teaching Future One Health Workforce

3. Evaluation Planning

The first step of evaluation planning is to identify questions, which guide an
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evaluation. Thereafter, evaluators have to set objectives needed to which aligned with their

desired/expected outcomes, so that they can measure what happened. After that, they have to
identify inputs and activities correspond to outputs of the program/class. They also have to

examine the underlying assumptions that bind the program/class elements together by simply

asking themselves: “Does teaching automatically lead to learning?” Evaluators then should
revisit objectives and compare them with outcomes to see if students really achieve the goals

of the program/class.

Identify question

• e.g. How are students learning?

Identify program/class inputs, activities, and outputs

• e.g. Does everything follows a logical order?

Examine the assumptions

• e.g. Does teaching always lead to learning?

Go back to objectives and compare with outcomes

• e.g. If the objective is students' ability to design an evaluation plan to track
and improve One Health learning, a question to ask is "Can students design
an evaluation plan to track and improve One Health learning?".

Figure 12: Evaluation Planning Processes

A logic model is a tool often used to check if components of a program/course are

well aligned with one another. It is a visual diagram that helps evaluators to identify inputs,

activities, outputs, short-term outcomes, and long-term goals of a program or course. The
expected outputs and short-term outcomes should match the objectives of the course or

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