RRC Evaluation Tool Basket: Terms of Reference |1

Terms of Reference (ToR)

What is a ToR? A ToR document is a road map that outlines what needs to be done when and by whom. A
ToR helps define your group’s plan and ensures that the evaluation is doable.

Who needs a ToR? Anyone who aims to work collaboratively to evaluate a program!

Who should create the ToR? Anyone who has something to say about your program or who your
program may impact. ToRs are generally created by a combination of managers, executive directors and
evaluators. However, it is also important to consult frontline staff, funders (if possible) and community
members. This document will help guide you through the process!

Why is it important? A ToR helps us to define and develop the group’s plan with regards to how the
evaluation will be conducted, and what we hope the program being evaluated will do and the processes
that need to happen for a program, intervention, or organization to succeed.

When do you create a ToR? Create your ToR after developing the Logic Model and discussing what the
evaluation will entail. The ToR is a “living” document that needs to be updated periodically.

Steps to make your very own ToR: The ToR should have the following components:

 A description of the program (program background and context)

 A description of the purpose and objectives of the evaluation
 The design of the evaluation (Methodology for the evaluation)
 A work plan, and
 A budget

While this may seem like a lot of work, and a bit overwhelming, the ToR will ensure that you are evaluating
the program correctly and that you have a feasible plan for the evaluation. This document and the
remainder of the toolkit will help in developing your ToR.

resilienceresearch.org
Updated September 2013
 RRC Evaluation Tool Basket: Terms of Reference |2

Elements of a ToR

1. Program Background and Context: This section is an overview of your project. All the information
should already exist in program documents such as your framework of practice, funding proposals or
mission statement. This existing information can simply be replicated in your ToR. Here are some
examples of headings you may want to include.
1.1 Program description: Briefly describe the program. Identify its general target population, how and
where it is implemented, where funding comes from and how long it will run.
1.2 The theory of change behind the program: Describe the theoretical background that the project
is based on and why you believe that the program activities will bring about change in the target
population. This rationale is known as the program’s theory of change.
1.3 Intervention Sites: Give a detailed description of the communities and the organisational setting
where the program is being implemented. Are there any special considerations when working in
this context?
1.4 Participants: Describe the specific target population of your program. Include the ages and
genders of participants, as well as risk factors they face and any of your program’s admission and
exit criteria.
1.5 Definitions: Define any key terms based on the way your program uses them (e.g. “risk” or
“resilience”.)
1.6 Program Objectives: List and explain your program’s objectives (again, you can copy these
directly from project documents.)

What does this mean?

You are the expert on your program, write about it. Let the reader know about your program. Feel
free to change the headings above to suit your needs and what information you have available.
This should be a “Copy/Paste” from already existing documents.

EXAMPLE:

Throughout this document there is are example ToR sections for the hypothetical program “Voices.” Voices
is a one year program that targets youth aged 12-15 who are at risk of drug use, violence, theft and other
antisocial behaviours. Through programming, staff and community support, Voices aims to increase
prosocial outcomes in these youth.

resilienceresearch.org
Updated September 2013
 RRC Evaluation Tool Basket: Terms of Reference |3

2. Purpose and Objectives of the Evaluation: This section describes purpose the evaluation. You should
clearly identify the questions to be answered in the evaluation.

2.1 Scope: Explain what you hope to find out as a result of the evaluation. For example, does this
program reduce engagement in high risk behaviour (such as substance abuse and aggression)
and increase prosocial engagement in community?
2.2 Evaluation Questions: Identify the priority questions that the evaluation aims to answer.

To help get you started, finish the following sentences:

 This evaluation plans to determine the effectiveness of [name of program]

 The objectives of this evaluation are to ….
 The evaluation has [#] priority questions which include:

What does this mean?

This section should explain what you are trying to accomplish with this evaluation, outlining what
questions you want answered. Again, this information should be readily available – why did you
decide to complete an evaluation?

EXAMPLE:
2.1 SCOPE
This evaluation plans to determine the effectiveness of “Voices” as an intervention that increases
prosocial outcomes for youth at risk of drug use, violence, theft and other antisocial behaviours. This
evaluation will include a pre- and post-test design, using mixed methods, and will incorporate youth, their
families, program staff and key stakeholders to understand the process and outcomes of the program.

2.2 PRIORITY EVALUATION QUESTIONS

This project’s priorities and thus evaluation priorities are to:
1. Determine if there is an increase in resilience/coping (including resources, self-esteem, family
cohesion, role models and school attachment);
2. Determine if there is a decrease in risk exposure and associated factors (including
hyperactivity, connection to aggression, violence and gangs, isolation, anti-social behaviour
and externalizing behaviours such as substance abuse, sexual activity and negative rushes);
and,
3. Assess satisfaction with services amongst participating youth (important to assessing the
sustainability of the program and links established by youth to service providers).

resilienceresearch.org
Updated September 2013
 RRC Evaluation Tool Basket: Terms of Reference |4

3. Methodology for the Evaluation:

This section explains in detail how you will conduct or carry out the evaluation. This includes the
methodology (qualitative, quantitative or mixed methods), as well as the methods themselves (how the
evaluation will be conducted.) The methods should include the sampling procedure (who you will meet with
and how you will invite them into the evaluation), quantitative data collection and analysis, and qualitative
data collection and analysis when applicable. Note any possible geographic scope of the sampling and any
cultural conditions that may affect the methodology.

3.1 Methodology: Explain the methods of the evaluation. Are you using only a quantitative design?
(e.g. only the CYRM or SUSQ) Only a qualitative design? (e.g. only the interviews of the RES-360°
and the Community and Stakeholder Valuation?) Mixed methods? (All or a combination of the
Evaluation Tool Basket tools, such as the CYRM and the full RES-360°). When will you administer
these tools (before the program/intervention begins? During the program? At the end?) Will you
have information from more than one group of people (e.g. youth participants, parents and staff)?

3.2 Methods: Describe in detail how the evaluation will be conducted.

3.2.1 Sampling: Describe how participants will be selected to participant in the evaluation. What
criteria will be used for this selection? How many participants will participate (e.g. all
program participants who are willing? Only female participants? Participants between the
ages of 12-14, participants who are randomly selected)? Why did you choose this
number? How will participants be selected (randomly selected? Self-referral)?
3.2.2 Quantitative Data Collection: Who will you ask to complete the quantitative portion (e.g.
the CYRM or SUSQ) and how often (once at the beginning of the program? Once at the
beginning and again when the program has finished? Periodically throughout the
program?)? What does this tool measure? (If using the tools from the tool basket, use the
descriptions provided in each tool under “What is a [name of tool]”.
3.2.3 Qualitative Data Collection: Who will you ask to complete the qualitative portion (e.g.
RES-360°, or the Community and Stakeholder Valuation), and how often (once at the
beginning of the program? At the beginning and end of program)? What will it measure? (If
using the tools from the Evaluation Tool Basket, use the description found in each tool
under “What is a [name of tool]”.

What does this mean?

This section should explain how you will complete the evaluation, what tools you will use and who you
will ask to fill them out.

resilienceresearch.org
Updated September 2013
 RRC Evaluation Tool Basket: Terms of Reference |5

EXAMPLE:
3.1 Methodology
This evaluation integrates both quantitative (assessment questionnaires) and qualitative methods
(focus groups), and uses a pre- post- test design.

3.2 Methods:
3.2.1 Sampling:
All youth who are participating in the program will be invited to participate in the evaluation. Given
that Voices’ operating capacity is 30 youth at any one time, at least 30 youth will be invited to participate in
the evaluation (both quantitative and qualitative). All stakeholders, parents of participants and program and
administrative staff will be invited to participate in the qualitative focus groups.

3.2.2. Quantitative Data Collection

The CYRM-28 and the RES-360° questionnaires are the main assessment tools of Voices. They
will be administered to participants at the beginning and end of the program. The CYRM-28 explores the
resources (individual, relational, contextual and cultural) that may bolster the resilience of youth. The RES-
360° helps to identify the risks confronting children and youth in the communities in which Voices is based,
and the assets or resources available to help support children and youth manage these risks. Using the
Excel sheets provided by the RRC Evaluation Tool Basket for the CYRM-28, and RES-360°, we will
examine how youth’s resilience, risks and assets have changed over the course of the program.
We will also use the SUSQ at the end of the program to measure the youth’s satisfaction with the
program and staff.

3.2.3 Qualitative Data collection

The RES-360° and Community and Stakeholder Valuation focus groups will be held at the
beginning and end of the program. These focus groups will last approximately 1.5 to 2 hours and will be
conducted by program managers. As stated in 3.2.2., the RES-360° helps to identify the risks confronting
children and youth in the communities in which Voices is based, and the assets or resources available to
help support children and youth manage these risks. The Community Stakeholder Valuation measures how
much the public values Voices and how much they are willing to pay for it. By completing these tools at the
beginning and end of program we can determine whether there was any change in risk factors, assets and
perceived value of the program.

resilienceresearch.org
Updated September 2013
 RRC Evaluation Tool Basket: Terms of Reference |6

4. Work Plan
The work plan outlines the various evaluation tasks, number of person-days required, who will be working
on each task, and timelines. A realistic timetable should allocate time to:

 Develop the evaluation design, which includes finalizing the evaluation matrix and sampling
strategy
 Gather data
 Analyze data (usually half the number of research days)
 Report timelines (interim reports and final reports)
 Meet with project staff and stakeholders on the initial findings and recommendations
 Prepare the draft report
 Incorporate comments and finalize the evaluation report

EXAMPLE:

Activity Staff Time required Timeline

Develop Evaluation Everyone 10 hours September 2013

plan

Administering
questionnaires

Inputting data

Complete focus groups

with stakeholders

Report writing

resilienceresearch.org
Updated September 2013
 RRC Evaluation Tool Basket: Terms of Reference |7

5. Budget
General allocations (not a detailed budget) of resources for the evaluation (i.e. consultant fees, travel and
subsistence allowance, etc.)

The following template can be used to develop your budget:

In-kind
Project Budget per year Year 1 Year 2 Year 3 Year 4 Total
contribution
Personnel
Project manager
Support Staff
Consulting
Participant Stipends
Transportation
Local travel to collect data
Equipment
Computer and data recording
equipment, software
Materials/Supplies
Office supplies, instrument printing
and reports
Other

Total per year

EXAMPLE:

Expenditures per year Year 1

Materials/Supplies
Office space & supplies, equipment, telecommunications, instrument printing & reports $100
Other
Food and beverages for focus groups $100

Total: $200

References

Appendices

resilienceresearch.org
Updated September 2013