SSA Evaluation Guide V01-FIN

Evaluation Guide for Pedestrian Safety
ACKNOWLEDGMENTS
Authors
Safe States Alliance • Jamila Porter, DrPH, MPH, Director of Programs and Evaluation
• Ina Robinson, MPH, Evaluation and Technical Assistance Coordinator
Research and Evaluation Group • Shenee Bryan, MPH, MPA, Director of Programs and Evaluation
• LaTasha Barnwell, MPH, Research Associate
Transtria • Laura Brennan, PhD, MPH, Chief Executive Officer

• Brandye Mazdra, MPH, Director of Projects and Operations
Advisors to the Authors
• Ross Brownson, PhD, Bernard Becker Professor of Public Health, Washington University in St. Louis
• Sarah Strunk, MHA, Strategic Advisor, Active Living By Design
• Ian Thomas, PhD, State and Local Program Director, America Walks
• Denise Yeager, MPH, Healthcare Program Consultant and Operation Analyst, Georgia Division of Public Health, Injury Prevention Section
The Evaluation Guide for Pedestrian Safety was developed by the Safe States Alliance, with support from the National Highway Traffic Safety
Administration (NHTSA). Content and structure for the guide were provided by Research and Evaluation Group and Transtria. Web development, design,
and hosting of the guide were provided by Banyan Communications.
Evaluation Guide for Pedestrian Safety Accreditation | 2

TABLE OF CONTENTS
About the Evaluation Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Section 4: Methodology and Data Collection . . . . . . . . . . . . . . . . . . . . . . . 59
Create Your Evaluation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Step 1: Identify data sources or design data
Resource Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 collection methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Section 1: Evaluation Purpose and Partners . . . . . . . . . . . . . . . . . . . . . . . 12 Step 2: Create a matrix to connect your evaluation
Step 1: Convene partners to plan the evaluation . . . . . . . . . . . . . . . . . . . . . 12 questions, indicators, and data sources . . . . . . . . . . . . . . . . . . . . . . . 64
Step 2: Identify your population of interest and your Section 5: Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
vision for change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Step 1: Convene data analysis partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Step 3: Consider the intervention stage and corresponding Step 2: Identify variables and themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
types of evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Step 3: Organize data and ensure data quality . . . . . . . . . . . . . . . . . . . . . . . . 70
Step 4: Determine evaluation audiences and the relevance Step 4: Agree on data analysis methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
of the evaluation to these audiences . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Step 5: Interpret results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Step 5: Create a clear, concise purpose statement . . . . . . . . . . . . . . . . . . . 23 Step 6: Create a data analysis plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Step 6: Design your collaborative, including a governance Section 6: Reporting and Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
structure and process, partner responsibilities, Step 1: Identify audiences and develop a dissemination plan. . . . . . . . . 79
and budget and time constraints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Step 2: Select key messages for specific purposes . . . . . . . . . . . . . . . . . . . 80
Section 2: Describing the Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Step 3: Select communication methods and create evaluation
Step 1: Describe your Pedestrian Safety Intervention. . . . . . . . . . . . . . . . 31 products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Step 2: Create a Logic Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Step 4: Monitor Dissemination Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Section 3: Evaluation Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Step 1: Develop evaluation questions aligned with the Evaluation Templates Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
evaluation purpose statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Tools and Resources Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Step 2: Identify the population or subpopulations,
intervention goals and objectives, and types
of evaluation for each evaluation question . . . . . . . . . . . . . . . . . . . 42
Step 3: Specify the evaluation design to maximize causal
inferenceand internal validity for each evaluation
question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Step 4: Determine sampling strategies to maximize
external validity in the selected population or
subpopulations for each evaluation question . . . . . . . . . . . . . . . . 53
Evaluation Guide for Pedestrian Safety Table of Contents | 3

ABOUT THE EVALUATION GUIDE
The Evaluation Guide for Pedestrian Safety is a robust and comprehensive resource designed
to help you and your partners effectively evaluate your pedestrian safety interventions.
How You Can Use This Guide

You can use this guide to:
• Plan your evaluation of a pedestrian safety intervention using a helpful, step-by-step process.
• Obtain useful tips to help you:
• Collaborate successfully with partners.
• Infuse principles associated with social, health, and economic equity into your evaluation.
• Implement and manage your evaluation process effectively.
• Capitalize on assets and overcome anticipated barriers during the evaluation process.
• Access templates, tools, resources, and examples from the field to inform and enhance your evaluation.
Why Evaluation Is Essential

There are a variety of reasons that it is essential to evaluate pedestrian safety interventions. Evaluation can:
1. Improve interventions by identifying what works to increase pedestrian safety.
Evaluationfindingscan:
• Reflect strengths and weaknesses of your partnership’s structure and processes.
• Strengthen the design and implementation of your pedestrian safety intervention.
• Highlight the reach of your pedestrian safety intervention to vulnerable populations.
• Demonstrate impacts of your pedestrian safety intervention on population health behaviors, outcomes, and quality of life.
• Assess sustainability of your pedestrian safety intervention over time.
2. Build support for collaborative partnerships that can mobilize resources for pedestrian safety initiatives.
Evaluation partnerships can:
• Raise awareness and visibility of pedestrian safety interventions.
• Leverage political and community support, funding, and resources for pedestrian safety interventions.1
Evaluation Guide for Pedestrian Safety About the Evaluation Guide | 4

3. Establish an evidence base for scale up of effective pedestrian safety policies and systems.
Systematicreviewsofevaluationfindingscan:
• Facilitate state, regional, and local decision-making about priority pedestrian safety interventions.
• Provide state, regional, and local model practices or implementation guidelines.
4. Make the connections between pedestrian safety and population health explicit. 2,3
“Field-building”basedonevaluationfindings(andresearch)can:
• Provide data support to show pedestrian safety interventions increase active travel.
• Show how increases in active travel increase the proportion of the population meeting physical activity recommendations and
decreases in auto use reduce sedentary behaviors.
• Demonstrate that increases in physical activity and reductions in sedentary behaviors reduce morbidity and mortality (e.g., obesity,
cardiovascular disease, cancer).
• Draw connections between active travel/reduced auto use and cleaner air, community development, economic growth, sustainability,
and other related outcomes.
“Evidence-based public health utilizes the current best available evidence to make decisions in the public health service,
and also to develop action plans, public health programs, and policies for addressing public health issues.” 4
FOOTNOTES
1. Redmon, T., D. Gelinne, L. Walton, J. Miller. Jan/ Feb 2012. Spotlight on pedestrian safety. Publication Number: FHWA-HRT-12-002 75(4).
Retrieved from: https://www.fhwa.dot.gov/publications/publicroads/12janfeb/03.cfm
2. U.S. Centers for Disease Control and Prevention. 2010 CDC Recommendations for Improving Health through Transportation Policy.
Retrieved from: https://www.cdc.gov/transportation/docs/final-cdc-transportation-recommendations-4-28-2010.pdf
3. U.S. Department of Transportation. Walking and Biking are Good for Public Health. Retrieved from: https://www.transportation.gov/safer-people-safer-streets
4. Brownson, R. C., E. A. Baker, A.D. Deshpande, K. N., Gillespie. Evidence-Based Public Health. 3rd Ed. New York: Oxford University Press; 2018.
Retrieved from: https://global.oup.comacademic/product/evidence-based-public-health-9780190620936?cc=us&lang=en&

What Interventions You Can Evaluate
The Evaluation Guide for Pedestrian Safety is designed to evaluate pedestrian safety interventions, specifically pedestrian safety action plans
(PSAPs) and pedestrian safety education campaigns and promotions.
• Pedestrian Safety Action Plans (PSAPs) create a framework for state and local officials and a variety of partners to address pedestrian
safety problems in specific geographic areas to identify, implement, and evaluate optimal solutions to improve pedestrian safety.
• Pedestrian safety education campaigns and promotions are coordinated efforts designed to improve pedestrian safety for a defined
population by targeting knowledge, attitudes, awareness, beliefs, behaviors, and/ or social norms related to pedestrian safety. These
efforts can vary in complexity depending upon a variety of factors, such as duration, resources, and message.
Pedestrian safety interventions are frequently comprehensive.

• PSAPs are implemented as part of larger city, county, or regional efforts that include a variety of different
pedestrian safety interventions, such as engineering initiatives, educational efforts, or enforcement practices.
Pedestrian safety interventions can also be standalone.

• Policy, practice, or environmental changes can be independently designed and implemented,
particularly when resources and support are not available.
• Educational and promotional efforts, such as social marketing campaigns, media advocacy,or
training programs, can be implemented to increase awareness and generate action related to
comprehensive pedestrian safety interventions.
PSAPs and education campaigns and promotions often incorporate multiple intervention
strategies to improve pedestrian safety.
• These intervention strategies can be categorized across nine domains, including the traditional “E’s”
(engineering, education, enforcement, encouragement, equity, evaluation), as well as others that include
advocacy, collaboration, and land use planning and policy.
• The table below describes each domain and provides examples of common PSAP and education campaign
and promotion interventions for each domain.

Nine Pedestrian Safety Domains, Descriptions, & Intervention Examples
Domain Description Intervention Example
Advocacy To generate political will and community support Decision-maker engagement and support (elected officials, appointed
officials, community leaders) through presenting to city/ county/ state
councils/ committees, adopting principles for practice among appointed
officials, etc.
Collaboration To partner and organize to create change Provide training and other types of technical assistance to increase
the knowledge, skills, and abilities of individual community leaders or
champions to engage in certain partnership and community activities
Engineering To design sites and streets, intersections, sidewalks/ Improvements to sidewalks, bike lanes or streets for traffic calming on
crosswalks/signage, or timed traffic lights routes to schools, child care agencies, parks and recreation facilities, and
worksites
Education To increase educational outreach to communities School districts implement Safe Routes to School program/ Walking
School Bus program
Enforcement To develop active transportation and pedestrian Government permits authority to local cities and counties to pass a local
safety policies and enhance local law enforcement of resolution or ordinance to support active transportation or pedestrian
these policies (speed limits, yielding to pedestrians safety
in crosswalks, and proper walking and bicycling
behaviors) and community or site enforcement of
active transportation and pedestrian safety
Encouragement To host events inspiring communities to try something Social marketing campaigns (systematic application of marketing, along
new, which often results in the development of with other concepts and techniques, to achieve specific behavioral goals
ongoing programs to encourage walking and bicycling for a social good (e.g., Take A Walk, Feet First, Travel Smart)
Equity To support safe, active, and healthy opportunities Policy that supports development, funding, or maintenance of active
for children and adults in low-income communities, transportation and pedestrian safety facilities and design features in
communities of color, and beyond affordable housing/ housing authority locations
Evaluation To assess the need and scope for effective pedestrian Parent surveys help pinpoint reasons why parents drive their children to
interventions. school instead of allowing them to walk or bicycle, and the changes that
could encourage active school transportation options.
Land Use To design and develop communities (permission, Small area plan incorporating active transportation or pedestrian safety
Planning & protection, and use of land) provisions (e.g. neighborhood, corridor)
Policy
For additional descriptions and examples of pedestrian safety domains, see Pedestrian Safety Strategies and Domains.

Who’ll Enjoy Using This Guide
A range of different professional and lay audiences can use this guide.5,6,7,8 The table below highlights some of the ways these audiences
can use this guide.
You’ll enjoy using this

Because you can contribute to an evaluation of a pedestrian safety intervention by:
evaluation guide if you’re a:
Public health practitioner • Identifying or collecting primary or secondary data related to pedestrian safety behaviors, policies, practices,
environments, and educational or promotional efforts
• Analyzing the magnitude, trends, and patterns of pedestrian fatalities, injuries, and associated risk and
protective factors
• Examining trends among subpopulations to convey connections to the social determinants of health and
indicators of health inequities
Transportation, highway safety, • Prioritizing pedestrian safety policies and improvements for evaluation
or planning professional • Identifying existing and needed data to use for evaluation (e.g., pedestrian counts, traffic flow data, road safety
audits/ assessments, crash reports).
• Designing policies, practices, or environments based on evaluation findings (e.g., urban growth boundaries,
roundabouts, countdown timers)
Law enforcement professional • Identifying pedestrian safety practices ready for evaluation
• Identifying existing data to use for evaluation (e.g., traffic code violations, crime rates)
• Designing equitable and community-centered policies, practices, and environments based on evaluation
findings (e.g., warnings vs. citations)*
Electedorappointedofficial • Voting in formal policies, such as Vision Zero policies, that provide unambiguous direction to city bureaucrats
and engineers (e.g., eliminate traffic deaths by 2030).
• Serving as a champion to rally support for evidence-based pedestrian safety policies and improvement projects
• Allocating funding to pedestrian safety policies and projects through budget line-items, earmarks, tax incentives,
or related approaches
Administrator,teacher,orstaff • Demonstrating the value of Safe Routes to School initiatives to students, families, and communities
member in a child care center, • Serving as a champion for safe environments to support active children
school, or other educational setting • Linking pedestrian safety initiatives to improved physical activity and educational outcomes in children
Administrator,provider,orstaff • Connecting pedestrian safety initiatives to reductions in use of emergency services and associated health care
member in a health care setting costs in communities
• Engaging health care providers in educational approaches to increase safe driving practices and implications for
individual and community health

You’ll enjoy using this
Because you can contribute to an evaluation of a pedestrian safety intervention by:
evaluation guide if you’re a:
Member or employee of a • Identifying evidence-based pedestrian safety policies, practices, environmental strategies, and educational and
community group or advocacy promotional efforts
organization • Increasing equitable access to safe pedestrian accommodations among vulnerable populations (e.g., lower-
income communities, people with disabilities)
• Educating city council representatives, other elected and appointed officials, and community leaders on the
benefits of pedestrian safety initiatives
Media and communications • Identifying existing media (e.g., television, radio, social media) from which evaluation data can be accessed
professional • Assessing reach to vulnerable subpopulations (e.g., children, elderly, people with disabilities, lower income
populations)
• Assessing gains in public support for pedestrian safety initiatives
• Identifying education messages, audiences, and communication methods for dissemination of evaluation findings
Community member • Communicating pedestrian safety concerns

• Volunteering to serve on committees or support data collection, interpretation, or dissemination efforts
• Helping to garner community support and recruiting participants for the evaluation
There are also many other potential users of this guide, given that:
• Traditional designs for communities and transportation systems focused on automobiles are increasingly being replaced with “smart
growth,” “new urbanist,” and “Complete Streets” approaches that balance the needs of drivers with those of pedestrians, bicyclists, and
other road users (e.g., wheelchairs, scooters, strollers).
• Interdisciplinary policies, practices, environmental strategies, and educational and promotional efforts to increase pedestrian safety are
gaining momentum.
• Technology and social media are altering the communication environment and require new approaches to education and promotion.
• There is increasing recognition of the influence of social determinants on systems and outcomes that are central to social, health, and
economic equity.
FOOTNOTES
5. U.S. Department of Transportation National Highway Traffic Safety Administration. 2014 Pedestrian Safety Enforcement Operations: A How-To Guide
Retrieved from: https://www.nhtsa.gov/sites/nhtsa.dot.gov/files/812059-pedestriansafetyenforceoperahowtoguide.pdf
6. Boston Department of Transportation. 2001 Access Boston 2000-2010 Pedestrian Safety Guidelines for Residential Streets: Safety Guidelines for Residential Streets.
Retrieved from: http://www.bu.edu/police/files/2016/07/pedestrian_safety_guidelines.pdf
7. World Health Organization 2010 Pedestrian safety: A road safety manual for decision-makers and practitioners.
Retrieved from: http://apps.who.int/iris/bitstream/10665/79753/1/9789241505352_eng.pdf
8. Leah Shahum. July 21, 2016. Vision Zero, Equity & Law Enforcement. Retrieved from: http://visionzeronetwork.org/vision-zero-equity-law-enforcement/.

CREATE YOUR EVALUATION PLAN
The Evaluation Guide for Pedestrian Safety is organized into six sections that correspond with the primary elements of the Centers
for Disease Control and Prevention’s (CDC) Framework for Program Evaluation9:
In this area of the guide, you’ll find sequential, step-by-step guidance and instructions that can help you create an evaluation plan for a
pedestrian safety intervention.
FOOTNOTES
9. Centers for Disease Control and Prevention (CDC), Program Performance and Evaluation Office (PPEO). A Framework for Program Evaluation. Retrieved from:
https://www.cdc.gov/eval/framework/index.htm
Evaluation Guide for Pedestrian Safety Create Your Evaluation Plan | 10

RESOURCE CENTER
The Resource Center provides a variety of resources to support your evaluation planning process; these are referenced
throughout the “Create an Evaluation Plan” section of the guide. You can navigate to each resource using the icons below.
Glossary – Visit the Glossary to look up new terms and their definitions. Throughout the
guide, words in the glossary are light blue.
Tips for Success – Check out these helpful tips to enhance your evaluation planning
process.
Examples from the Field – Learn about noteworthy field work in each section of the guide.
Templates – Download forms and templates that can help you create elements of your
evaluation plan.
Tools & Resources – Find helpful tools and resources that can inform and inspire your
evaluation efforts.
Evaluation Guide for Pedestrian Safety Resource Center | 11

SECTION 1: EVALUATION PURPOSE AND PARTNERS
Congratulations! You’ve decided to evaluate your pedestrian safety intervention.
Your evaluation will help to…

improve pedestrian safety in your community or state AND
contribute to a growing pedestrian safety movement nationally and internationally
BY identifying what works to effectively prevent pedestrian injuries and fatalities.
Put your feet to the pavement!
This section highlights your first steps to design your evaluation plan — convene your partners to discuss the
fundamental components of your evaluation (population, intervention, audiences) in order to create your evaluation
purpose statement and design your collaborative.
Step 1: Convene partners to plan the evaluation

Partners provide a variety of perspectives, helpful ideas, and useful resources to ensure the success of the evaluation.
Start your journey!
Reach out to existing colleagues and make a list of their contacts and networks.
AND Investigate previous pedestrian safety initiatives and evaluation efforts in
your community or state.
This information can help you determine what individuals and agencies to engage as well as well as what successes or challenges emerged
as part of previous related efforts.
Evaluation Guide for Pedestrian Safety Section 1: Evaluation Purpose and Partners | 12
What partners?
Invite people from all walks of life to the table, including funders, decision-makers, advocates, implementers, evaluators, and members of
the population of interest to discuss their respective interests and concerns related to pedestrian safety.
Identify those with wisdom and past experience working on pedestrian safety as well as those who are new to pedestrian safety, who offer
fresh perspectives on how to create positive change in your community or state.
Key partners for evaluating pedestrian safety initiatives include representatives from:
• Local, regional, and state government agencies
• Academic institutions
• Health care organizations
• Civic, community, and advocacy groups
• Funding organizations
• Offices of elected and appointed officials and other policy- and decision-makers
How to engage partners?

Identify partners’ interests and concerns related to pedestrian safety.
Varying viewpoints from diverse partners across different sectors and disciplines (e.g., design and planning, transportation, health, economics,
and environmental science) can inform and enhance the breadth and depth of the purpose of your evaluation.
Tip for Success
Engagement of members of the population of interest may require a strong partnership commitment to
hiring residents, people who grew up in the community, and/or those who have the cultural and linguistic
characteristics of the individuals living in this population.
Consider the “added value” of your pedestrian safety initiative to a wide range of potential partners concerned with different assets or
goods affecting sustainability in your community or state, such as:
Example Relationship to pedestrian safety
Environmental protection of More pedestrians and fewer drivers reduce the carbon footprint.
renewable and non-renewable
resources(naturalcapital)
Health promotion and education Moderate-intensity physical activity, such as walking, improves health and well-being.
(humancapital) Healthy, knowledgeable, and skilled people contribute to a productive workforce.
Networks, trust, and norms of More pedestrians and fewer drivers increase opportunities for social interaction, stimulate the local economy,
reciprocity(socialcapital) and enhance crime prevention.
Infrastructure and technology Pedestrian-oriented community and street design increases walking and decreases driving.
(manufacturedcapital)
Wealth accumulation Walking is the simplest and least expensive mode of transportation (individual).
(financialcapital) Pedestrian infrastructure costs much less than automobile infrastructure (community).
Source: Adapted from Forum for the Future, https://www.forumforthefuture.org/project/five-capitals/overview.
Generate a list of these individuals or organizations and their assets.
Template
Partner Assessment and Engagement Plan template

A template to guide partner engagement and assessment of assets for evaluation.
Partners’ assets can offer insight into potential roles and responsibilities of partners as well as in-kind resources to support planning and
implementation of the evaluation.
Types of Partners Examples Assets
Government agencies • Public health Pedestrian Safety Action Plans

(local,regional,andstate) • Design and planning • Access to city officials and city council agendas
• Transportation • Access to community and business leaders
• Transit services • In-kind support (e.g., staff support, meeting space, data)
• Highway safety • Best practices in road design, traffic safety, and law enforcement
• Traffic engineering Educational and Promotional Efforts
• Public works • Access to community events or calendars
• Law enforcement • Access to communication/ public affairs staff
• Best practices in health education and injury prevention
• Existing networks and systems for community education and outreach
Academic institutions • Centers for applied science/ • Knowledge of theory, best practices, and evaluation and research methods
practice across disciplines (e.g., • Ability to collect and analyze data
public health, planning, law. • Connections with students or volunteer support
environment)
Health care organizations • Emergency response • Data on pedestrian injuries and fatalities
• Hospitals
Civic, community, and • Advocacy organizations • Authentic voice on pedestrian concerns and danger areas
advocacy groups • Coalitions • Knowledge of and influence on civic and community leaders
• Business districts • Access to community listservs and grassroots outreach channels
• Walk/ bike clubs
• Source of volunteer support for events and outreach
• Youth groups and senior citizen
centers
• Municipal advisory groups
• Neighborhood organizations
Types of Partners Examples Assets
Funding organizations • Government (e.g., federal or • Source of funding for pedestrian safety projects as well as events or campaigns
state agencies, local budget and • Links to technical assistance and resources
tax incentives) • Opportunities for community development and capacity building
• Non-profit (e.g., national or
state associations, community
development corporations)
• Private (e.g., foundations,
businesses)
Officesofelectedand • City or County Councils • High visibility “champions”

appointedofficialsand • Local, state, and national-level • Formal commitments, such as city council resolutions
other policy- and decision- elected and appointed officials
makers (mayors, county executives,
school district administrators)
Source: Adapted from Watch for Me – NC Bicycle and Pedestrian Safety, Education, and Enforcement Campaign: Project Summary and Evaluation Final Report. 2014.
http://www.watchformenc.org/wp-content/themes/WatchForMeNC_Custom/documents/WFM_FinalReport_2014.pdf
Tip for Success
Create a brief partnership profile to share with potential new partners or to use as a tool for recruitment
of new partners.
Example from the Field
New Orleans, LA partnership profile

An example of a partnership profile.
NC Watch 4 Me Community and Partner Profiles

Examples of different sized communities across North Carolina (e.g., 100,000+ population, < 25,000)
participated in the Watch for Me NC Campaign including descriptions of partnership profiles and key outcomes.
With your partners, decide whether it makes sense to conduct the evaluation yourselves or to hire an external evaluator.
Step 2: Identify your population of interest and your vision for change
To ensure your evaluation plan has a clear focus and direction, define the population of interest and the pedestrian safety vision for this
population.
Define your population of interest

Thepopulationofinterestforpedestriansafetyinitiativesmaybedefinedinseveralways,including:
• Geographically, such as single or multiple states, single or multiple counties, metropolitan areas, cities or municipalities, zip codes or
school districts, census tracts or neighborhoods.
• By institutions or organizations, such as government agencies, worksites, churches, schools.
• By socially-defined or virtual groups, such as walking clubs or internet communities.
• A combination of the groups above.
Consider priority subpopulations in this population as well. For instance, lower-income neighborhoods and people of color are
disproportionately impacted by pedestrian fatalities and serious injuries.1, 2
NC Watch 4 Me Scaling and Focusing Intervention for Target Populations

Lessons learned for scaling and focusing interventions to target populations.
Revisit your partnership’s pedestrian safety vision and mission
Refer to your partnership’s vision and mission to align partners’ intentions for increases in pedestrian safety in the population of interest.
Your partnership’s vision and mission may continue to evolve as new partners join or as the evaluation plan unfolds.
If you and your partners need to create a vision and mission, start by discussing how the population of interest will look different (e.g., improved
health and quality of life, increased walking for transportation and use of public transportation, increased educational attainment and
productivity) and what factors or conditions (e.g., mixed-use development, pedestrian-oriented street design, traffic calming, awareness of the
benefits of walking) need to be changed in order to achieve these population changes.
To increase partnership momentum to evaluate your intervention, align your vision and mission with other national, state, or local partners
and initiatives as a movement (e.g., Vision Zero, http://visionzeronetwork.org/).
Step 3: Consider the intervention stage and corresponding types

of evaluation
Identify your intervention stage:
Planning – You and your partners are in the process of designing your intervention goals,
objectives, activities, partners’ roles and responsibilities, and resources needed to carry out the
intervention.
Implementation – You and your partners are engaged in intervention delivery.
Enforcement/maintenance – You and your partners are trying to sustain the intervention beyond the
original timeline for intervention delivery.
FOOTNOTES
1. Morency P, Gauvin L, Plante C, Morency C. (2012). Neighborhood Social Inequalities in Road Traffic Injuries: The Influence of Traffic Volume and Road Design. American
Journal of Public Health 102(6):1112-9. DOI: 10.2105/AJPH.2011.300528.
2. Coughenour C, Clark S, Singh A, Claw E, Abelar J, Huebner J, et al. (2017). Examining racial bias as a potential factor in pedestrian crashes. Accident Analysis and Prevention
98:96-100. https://doi.org/10.1016/j.aap.2016.09.031.
Depending on your intervention stage, your evaluation plan may address one or more of the following four evaluation types:
1. Formative evaluation
Planning stage ! Formative evaluation
Formative evaluation is frequently referred to as “community assessment”, or the examination of a community’s assets, needs, current
resources, strengths, and challenges.
Asset mapping documents the resources and supports that already exist in your community.
Needs assessment identifies the changes need to occur in the community to improve health.
A comprehensive formative evaluation can address all of the following:

• decisions about where to focus resources and interventions in order to maximally benefit the community;
• understanding of the relationship between pedestrian safety interventions, pedestrian and driver behaviors, and health and related
outcomes;
• characteristics of the partnership and the population prior to intervention to identify factors for tracking or monitoring change; and
• contextual factors that can influence the intervention or evaluation (e.g., concentrated poverty or areas with a small local tax base, rural
communities or areas with a small population density).
2. Process evaluation
Implementation stage ! Process evaluation
Process evaluation helps you and your partners determine how well the intervention is working.
Factors such as feasibility, cost, reach, and unanticipated barriers can positively or negatively affect implementation fidelity and the
population’s satisfaction with the intervention.
Process evaluation involves an assessment of how well intervention activities are carried out (e.g., policies, media, partner or community
meetings), including evaluation of both the partnership and the pedestrian safety intervention.
3. Impact evaluation
If intervention implementation is partially or fully complete, impact evaluation demonstrates how and to what degree intervention
objectives have been attained.
4. Outcome evaluation
If intervention implementation is fully complete, outcome evaluation demonstrates how and to what degree intervention goals have
been attained.
Type of Evaluation Example Questions Example Types of Documentation
Formative evaluation • Will state, regional, and local departments • Interviews with appointed officials and staff in departments of
of planning and transportation require planning and transportation
developers and engineers to adhere to • Policy scans to identify existing guidelines
pedestrian level-of-service (LOS) guidelines
to prevent pedestrian injuries and fatalities?
Process evaluation • What resources (personnel, space, • Review of meeting minutes, time sheets, and budget or expense
equipment) and costs (in-kind and reports
monetary) are incurred as a result of • Implementation tracking forms or checklists
developing, implementing, and enforcing
pedestrian LOS guidelines for developers
and engineers?
Impact evaluation • Will the pedestrian LOS guidelines • Inventory of new or modified developments or streetscapes
decrease the number of collisions involving adhering to the pedestrian LOS guidelines
pedestrians in three years? (policy • Crash reports for these areas
objective) • Focus groups with local residents to assess related consequences
• What were some of the intended and
unintended consequences?
Outcome evaluation • Will the pedestrian LOS guidelines reduce • Crash reports or crash maps over 5-10 year time frames
the proportion of pedestrian injuries by • Hospital records
75% in five years? (policy goal)
Multi-component and complex pedestrian safety interventions
You and your evaluation partners may have different policy, practice, environmental, programmatic,
or promotional components in various intervention stages, thus multiple types of evaluation may be
occurring simultaneously.
“Downstream” and “upstream” intervention components

You and your evaluation partners are likely to evaluate your policy, practice, environmental,
programmatic, or promotional components or your “downstream” intervention strategies.
To fully understand the change process and outcomes, it is also helpful to evaluate your
complementary “upstream” strategies and activities leading to these primary intervention components (e.g.,
community development and organizing, advocacy).
Visit Intervention Strategies for a list of potential pedestrian safety strategies.
Step 4: Determine evaluation audiences and the relevance of the evaluation

to these audiences
Who will use the evaluation findings?
Your audiences represent the same interest groups as your partners from Step 1, including funders, decision-makers, advocates,
implementers, evaluators, and members of the population of interest.
Examples of how findings will be used

Reflect on findings from a formative evaluation to work with your partners to develop or refine intervention approaches.
Identify ways you and your partners may use findings from a process evaluation to improve the delivery of the intervention.
Consider how funders and decision-makers may use the results of your impact and outcome evaluation to assess the return on their
investment or allocation of funds, respectively.
How will findings be used?

Most audiences will be interested in the results of an impact and outcome evaluation to determine the “value” of the pedestrian safety
intervention strategies for reducing pedestrian injuries and fatalities, as well as improving health and quality of life.
Perceived Purpose of an
Partners Interests
Evaluation
Evaluators and researchers To determine the effectiveness • Behavior, health outcomes
of local policy, environment, and • Reliable, valid tools
system changes • Evaluation design
Policymakers and To identify the changes with • What works, where, when, how and why
practitioners the greatest impact, relevance, • Resources and assets
feasibility, and sustainability • Costs and challenges
Advocates and community To inform local decision-making, • Local representation and participation
leaders document successes, and improve • Health equity
quality of life • Improved quality of life
Research and evaluation partners:

Assess the effectiveness of pedestrian safety action plans and educational and promotional intervention approaches on improvements to a
range of short-term, intermediate, and long-term impacts and outcomes.
Use reliable and valid quantitative tools and measures, as well as a rigorous study design and execution to ensure confidence in the findings
from the evaluation.
Policymakers and practitioners:

Identify the intervention approaches with the greatest impact, relevance, feasibility, and sustainability (RE-AIM framework) by assessing what
works, where it works, when it works, how it works, why it works (or why not), and how much it costs. Specifically, policymakers often seek
evidence that their constituents are being served, stories of positive examples of change, and publicity that will get them re-elected.
Incorporate mixed-methods (which combine quantitative and qualitative data) and ensure that the data is representative of the population of
interest and corresponding subpopulations to ensure confidence in the findings from the evaluation.
Advocates and community leaders:
Determine the practical implications of findings from the use of different intervention approaches to inform state or local decision-making,
highlight state or local successes, and secure more funding to sustain the changes over time.
Track intended and unintended results, practical considerations (resources, costs), assets used, and challenges encountered using simple,
efficient measures serving multiple purposes (advocacy, marketing, cost-benefit analysis) that are easily translated to the interests of local
audiences (decision-makers, business owners).
These interests are not mutually exclusive, yet it can sometimes be difficult to meet the needs of all
partners. Therefore, it is important to be clear about what your evaluation is or is not going
to accomplish.
Revisit the list of partners’ interests and concerns related to pedestrian safety from Step 1 for
additional potential uses of the evaluation findings.
Step 5: Create a clear, concise purpose statement

Initially, your evaluation purpose statement can be general, such as: “the purpose of this evaluation is to
measure the impact of the pedestrian safety initiative.”
From your work in Steps 1-4…
Your purpose statement should have evolved to include the following elements:
• A specific reference to your population and subpopulations of interest;
• A connection to the partnership’s vision and mission;
• Relevant formative, process, impact, and/or outcome evaluation components; and
• Uses of the evaluation findings by priority audiences.
Consider the rangeoffactorsorconditionsaffectingpedestriansafetyinthepopulationofinterest,yourpriorityfactorsand

conditions, and “low hanging fruit”, or factors and conditions that can be more readily addressed by your partnership, including:
• Partnership strengths, weaknesses, opportunities, and threats;
• Organizing and advocacy activities;
• Changes in policies, practices, and environments affecting pedestrian safety;
• Educational and promotional efforts increasing pedestrian safety knowledge and skills in the population of interest; and
• Health behaviors, health outcomes, and related social, economic, and environmental outcomes.
To increase health equity, pay particular attention to how health disparities, inequities, and social determinants of health may affect these
factors and conditions.
Tools & Resources
WHO Commission on SDOH

Provides background on equity, inequity, and disparity.
Unnatural Causes documentary

NACCHO Health Equity and Social Justice Committee

RWJ Commission on SDOH

Federal Highway Administration, Office of Safety’s Pedestrian Safety Strategic Plan

Example Pedestrian Safety Strategic Plan.
Work with partners to obtain buy-in for the evaluation purpose across multiple sectors and disciplines (e.g., public health, transportation,
planning, law enforcement, education, academia).
Update or refine the evaluation purpose after following the steps in subsequent sections, adding new partners, or adapting the
intervention.
For instance, in Section 2, specification of your intervention goals and objectives as well as your associated intervention strategies and activities
can help to refine the evaluation purpose statement.
Step 6: Design your collaborative, including a governance structure and process, partner
responsibilities, and budget and time constraints
A clear governance structure and processes for collaborative engagement will support partnership cohesiveness and effectiveness
throughout evaluation planning and implementation.
Tools & Resources
Governance Principles
Provides guidance on developing a governance structure and process for partnerships.
Governance structure
Reflect on the history of your partnership, the purposes for partners’ participation, the maturity of the initiative, and the degree of formality
of the governance mechanisms for interaction.
Establish a governance structure that supports shared decision-making and accountability, including:
• Identifying a lead agency (fiscal accountability and coordination).
• Assigning a representative set of core partners to lead the partnership, such as a steering committee (shared decision-making authority).
• Gathering input and feedback from an extended network of partners varying in skills, expertise, or resources. This extended network of
partners can also be organized into subcommittees or workgroups to facilitate progress on multiple evaluation goals and objectives at the
same time.
Considerthefollowingoptionsfororganizingyourpartnersanddeterminethebestfitfor
your collaborative work, including:
• A hierarchical organizational structure with regular committee and subcommittee
meetings involving all partners.
• A management team of core partners that meets regularly and invites partners
to participate as needed or available.
• A “revolving” partnership that is project-oriented, permitting partners to spend time focused solely
on what interests them and to participate in focused meetings with relevant partners to discuss
these specific projects or activities.
• An informal collaboration with open meetings as needed among staff and/or volunteers.
Governance processes
Several processes can facilitate good governance practices in your partnership, including:
• Developing strong leadership and group management skills among partners.
• Forming groups (e.g., committees, task forces) to distribute the workload.
• Creating partnership principles or a partner orientation manual.
• Document and share the partnership’s history.
• Establish mechanisms for all members to voice their opinions and share their expertise.
• Require partners to have consistent meeting attendance.
• Increase partners’ cultural competency.
• Address the needs of representatives of lower-income neighborhoods, including selecting convenient times
and places for meetings as well as providing meals, childcare, and transportation assistance to attendees.
• Providing training and orientation to new partners.
• Pooling resources across the partnership (e.g., staff, funding, skills).
• Maintaining records on the partnership’s processes, decisions, and accomplishments.
• Developing succession plans to support leadership transitions.
Theefforttodelineaterolesandresponsibilitiesisanongoingprocessthroughthelifeofthepartnershipforthefollowing
primary reasons:
• As you and your evaluation partners move through design and planning stages into implementation of the evaluation plan, partners’
respective roles and responsibilities will likely shift over time.
• To promote shared governance, regular leadership transitions can foster greater inclusion and representativeness of partners.
• Leadership, staff, or volunteer turnover is common in partnerships, thus it is helpful to have multiple partners assigned to different roles
and responsibilities to increase institutional memory and partnership sustainability.
With these changes in mind, work with your partners to assign roles and responsibilities for evaluation planning and implementation
Template
Evaluation Partner Planning Grid Template

A template to guide assignment of roles and responsibilities for evaluation.
Critical evaluation skills and capacities of partners include previous experience in research methods or evaluation (e.g., design, data collection
methods, analysis and summary).
Supplemental skills and capacities may include having talented networkers, diplomatic personalities, good listening skills, passion about
pedestrian safety issues, perseverance, dedication, adaptability.
Assess your partners’ evaluation skills, readiness, and capacity for evaluation as well as assets and available funds or resources to support
evaluation efforts.
Identify potential needs for training or technical assistance.
Tip for Success
Ensure each organizational partner has more than one person involved in the partnership to maintain
institutional memory in the event of staff turnover.
FL Pedestrian and Bicycle Strategic Safety Plan - Partner Roles

An example of the types of partners and their roles in a pedestrian safety evaluation.
NY DOT Steps to form evaluation team

An example of the steps taken in to form a successful evaluation team.
NC Watch 4 Me Partner Input

An example of how successfully integrate partners into the overall evaluation planning process.
Local champions are sometimes absent from initial planning efforts. You and your evaluation partners may consider investing time in
recruiting these partners for a variety of reasons.
These individuals can be very valuable to generate enthusiasm for your work behind the scenes, in the public eye, or with populations of interest.
These individuals are visionary, charismatic, energetic, passionate, well-known and respected, well-connected with a strong network of resources,
trusted by the partners and the population of interest, competent, persistent, and politically savvy or in a position of power or influence.
Frequently, these “sparkplugs” are asked to:

• engage many different communities and audiences;
• inspire movement from vision to action;
• leverage funding;
• stand up to established thinking and lead advocacy efforts;
• maintain and support direct and indirect participation of the community; and
• connect the right people to the right opportunities.3
NC Watch 4 Me Community Champion

An example of how to successfully utilize community champions in an evaluation.
Once you and your evaluation partners have delegated responsibilities to different individuals, you are ready to begin to outline tasks and
timelines for these respective duties. A template is available to assist you and your partners through this process.
Template
Gantt Chart and Timeline of Evaluation Activities Template

A template to guide the development of a timeline for evaluation.
FOOTNOTES
3. Baker EA, Wilkerson R, Brennan LK. Identifying the Role of Community Partnerships in Creating Change to Support Active Living. American Journal of Preventive
Medicine2012;43(5S4):S290-S299.
Tip for Success
Institute shared leadership or periodic leadership changes to bring new energy to the evaluation,
overcome bureaucratic or regulatory roadblocks, or realign partners with the vision over time.
Enhance partnership sustainability by increasing consistency and follow through among leaders and staff,
offering revolving partnership membership, creating long range plans, or involving representatives from
local government.
In addition, you and your evaluation partners will need to agree on a budget for the expenses associated with the evaluation activities and
revisit this budget as new partners join or the evaluation plan is adapted.
Tools & Resources
Sample Budget
Provides guidelines for developing a budget.
SECTION 2: DESCRIBING THE INTERVENTION
This section provides steps on how to create an intervention description and logic model to
ensure partners’ have a mutual understanding of the intervention and a “map” to focus
the evaluation on the intervention inputs, activities, outputs, and outcomes.
Step 1: Describe your Pedestrian Safety Intervention

The description of your pedestrian safety intervention should include:
• Intervention goals and objectives
• Populations of interest
• Risk and protective factors that will be addressed by the intervention
Intervention goals and objectives

Identifying and articulating your pedestrian safety intervention’s goals and objectives early in the evaluation planning process can ensure
you and your evaluation partners have a clear understanding of what you are evaluating.
Begin by having partners clarify what the intervention is to achieve in their own words to ensure multiple perspectives are captured and
the evaluation plan is comprehensive. Engaging partners in this manner also ensures that evaluation findings will be useful and applicable
to partners and audiences (described in Section 6).
Consider the following questions with your evaluation partners:

1. What are the intervention goals and objectives?
2. Are these goals and objectives timely?
3. Who will be interested in the goals and objectives being achieved?
4. What evaluation resources are needed/ available to assess these goals and objectives?
5. How can the evaluation take into consideration the historical, political, and environmental contexts influencing these goals and
objectives?
Evaluation Guide for Pedestrian Safety Section 2: Describing the Intervention | 31

Ifyouandyourevaluationpartnersdecidetorefinethegoalsandobjectivesforevaluationpurposes,rememberthefollowing:
Goals are: Objectives are:
• Broad • Narrow
• General intentions • Precise
• Abstract • Concrete
• Intangible • Tangible
• Generally difficult to measure • Measurable
• Time bound
Goals are driven by the ultimate vision of a successful intervention when all conditions are optimal. Goals describe the long-term, desired
condition once the intervention is complete.
In your evaluation plan, your goals should include:

1. Your population of interest and relevant subpopulations; AND
2. Your desired intervention impact; OR
3. Your outcomes intended to be achieved.
The following are a few examples of sources of pedestrian safety goals that can be useful to you and your evaluation partners:
Sources of
Description Examples
Intervention Goals
Pedestrian Safety Action Evaluators commonly adapt and • Identify and prioritize candidate project corridors through a data-driven
Plans(PSAPs) modify existing intervention goals process to reduce fatally and severe injury pedestrian crashes on all public
outlined in the PSAP to align with roads throughout the state
the evaluation effort. • Establish a governance and management structure to facilitate coordinated
implementation of pedestrian safety initiatives statewide and gauge the
success of the Pedestrian Safety Action Plan
Pedestrian safety education Review intervention • Mobilize the local community and increase awareness and action related to
campaigns and promotions implementation plans for pedestrian safety
educational campaigns and • Inform the public or policymakers about specific pedestrian safety issues
promotions. Evaluators commonly and concerns
use these plans to create, modify,
or adapt goals.

Sources of
Intervention Goals
Literature review and Conduct a simple, or extensive, • Foster behavioral change among users of public-right-of-way to promote an
evidence based strategies literature review to identify environment of mutual respect, courtesy and acceptance
anticipated evidence-based • Increase the amount and quality of pedestrian space in the downtown area
outcomes that can potentially be
seen in your demographic.
Organization’s strategic plan Align the intervention goals • Improve transportation system infrastructure (through the implantation of
with the overall strategic plan, strategic countermeasures and construction of new transportation facilities)
organizational mission, or agency to optimize the safety for all users.
vision. • Manage the objectives of efficient automobile travel and pedestrian safety
mobility through land use strategies.
Review intervention objectives to ensure they are measurable and describe the desired outcome as well as how and when the results
will be achieved. Likewise, make sure the objectives are clear and concise so the definition of “success” is obvious to everyone involved.
Objectives should be measured against pre-established and data-driven benchmarks (e.g., data from NHTSA’s Fatality Analysis Reporting
System) set by your team (elaborated in Sections 4 and 5).
The objectives should be created using the SMART objective framework outlined below:
Specific A specific objective will identify the setting and activity the caused the desired change. Additionally, it will indicate how the change
was implemented and clearly demonstrate what was done to facilitate the impact.
Measurable A measurable objective requires a quantifiable activity that resulted in the desired change. It implies that baseline data is required
so that result can reflect the positive and/or negative impact of the proposed intervention.
Achievable An achievable objective is feasible and considers the availability of resources, the scope of the intervention, and is attainable within
a bounded timeframe.
Relevant A relevant objective relates to the goals and reflects program activities appropriately. The evaluation objective has an overall effect
on the desired change.
Time Bound Identifies when the objective will be accomplished using a specific, reasonable timeframe

The SMART objective framework can be applied to objectives associated with process evaluation, impact evaluation, and outcome
evaluation that will guide and inform the evaluation plan.
Populations of Interest
The populations of interest can include pedestrian sociodemographic groups (e.g., older
pedestrians 55+ years, children aged 5-9 years, those in poverty)and residents or commuters in
a specific location (e.g., street, corridor, campus, neighborhood, county). If the populations of
interest are not clearly specified in the intervention plan for each of the goals and objectives,
your evaluation plan should specify the sociodemographic group(s) and location(s) of
the intervention to guide the data collection methods (Section 4) and the unit of analysis
(Section 5) in the evaluation plan.
Tailoring your evaluation plan to your priority population or subpopulations can increase confidence
that your results are generalizable to these and other similar populations.
Below are some things to consider with respect to your priority population or subpopulations:
• What are key characteristics of the population and subpopulations?
• What are the rates of pedestrian injuries and fatalities in the population and subpopulations?
• What factors affect pedestrian safety in your population and subpopulations and what is their independent or collective impact
(good and bad)?
• What related policies, practices, services, facilities, or educational and promotional efforts are currently being provided? Does this
intervention complement or duplicate any of these?
• Does the intervention address pedestrian safety priorities and needs identified by the population of interest?
• What are national, state, and local policy priorities for pedestrian safety and how do these correspond to your population or
subpopulations?

Thetablebelowprovidessomeexamplecharacteristicstoincludeinyourpopulationprofile:
Characteristics of population profile
Geography What geographic areas will the evaluation plan cover (e.g., street, neighborhood, city, county)?
Size How many people are impacted by this intervention (e.g., population density)?
Age What is the age distribution of this population?
Gender How many males versus females?
Income What is the income distribution of this population? What is the percent below the federal poverty level (FPL)?
Ethnicity and religion What is the racial and ethnic composition of this population? What are this population’s cultural norms and values?
Population trends or context What communication approaches are most appropriate for this population (e.g., social media, billboards, TV)? What
is the historical context affecting your population or subpopulations? What political or economic influences influence
your population’s access to information and resources?
Language and literacy What proportion of the population speaks English as a second language? What is the reading level or what literacy
considerations need to be taken into consideration for this population?
Risk and protective factors

Risk and protective factors identified during the intervention planning phase will focus the evaluation on known safety problems and allow
the evaluation partners to select an evaluation design and methods to best understand the influences of risks and protective factors in the
context of the intervention (see Sections 3 and 4).
Refer to the intervention plan to identify risk and protective factors. Typically, these are grouped into two categories: personal factors and
environmental factors. These two categories take a multi-level approach to understanding what will have a positive or negative influence
on pedestrian safety in your population of interest.

Tabled below are examples of common personal and environmental risk and protective factors applicable to pedestrian safety
intervention evaluations:
Categories Types Examples of Risk and Protective Factors
Personal Knowledge and skills • Understanding of pedestrian safety laws near school zones
Experience and history • Drug/alcohol use by motorists and pedestrians

• Literacy rates of program participants
Support and services • Roadway nighttime lighting, lack of signage and walkways
Environmental Access, barriers, and opportunities • Land use (commercial complexes located immediately across from residential areas
with high-volume multi-lane roads separating them)
• Designs (multiple turn lanes and wide vehicle turning radii)
• Wide roads (four or more lanes)
Policies and living conditions • Enforcement of speed limits in high motor vehicle volume areas
Tip for Success
To read more about risk and protective factors, read “Section 2. Understanding Risk and Protective
Factors: Their Use in Selecting Potential Targets and Promising Strategies for Intervention”
Step 2: Create a Logic Model

A logic model is often used in an evaluation to visually depict the “theory of change” behind how an intervention is intended to influence
outcomes. Generally, a logic model is read by column from left to right and it includes directional arrows and lines to illustrate causal
relationships between the intervention inputs, activities, and outputs and the short, intermediate, and long-term outcomes. Although the
logic model is frequently a linear concept map, it can be complex in terms of the number of relationships among inputs, activities, and
outputs and the resulting outcomes as well as the potential feedback and influence of the outcomes on the inputs, activities, and outputs.

Logic models should reflect process evaluation, impact evaluation, and outcome evaluation elements. The process component of the
model will describe what is needed in the planning phase of the intervention, while the outcome elements in a logic model demonstrate
the intended effect or goal with respect to a given time period.
Other elements of the logic model include ‘assumptions’ and ‘external environment’
Here is an example of a simplified logic model that illustrates the theory of how specific pedestrian safety interventions leads to intended
short-term and long-term outcomes. The goal of the simplified logic model is to communicate with other stakeholders and partners the
intent of the interventions and create the framework for the evaluation.
Activities Short-Term Outcomes Long-Term Outcomes
Educational Campaigns and Promotions / Encouragement • Increase knowledge and awareness of • Reduced pedestrian crash rate
• Implement walking program or club to support pedestrian safety pedestrian safety programs • Reduced intersection pedestrian
• Implement wellness program that educates attendees about the • Improved pedestrian behaviors crash rate (per crossings)
safe walking • Reduced pedestrian injuries
• Reduced pedestrian deaths
• Reduced percent of pedestrian
fatalities
• Improved livable, walkable
communities
Enforcement • Change in motorist cited for not yielding

• Issue citations for both the driver and pedestrian at crosswalks to pedestrians
• Provide High-Visibility Enforcement (HVE) on driver compliance • Change in motorist cited for speeding
with pedestrian right-of-way laws in pedestrian/school zones
Engineering • Decrease in vehicle volume

• Create longer delays for pedestrians at intersections • Reduction in the number of travel lanes
• Create pedestrian facilities (sidewalks, walkways, adequate lighting) • Improved pedestrian crossing behaviors
• Constructing medians to control turning movements. • Improved in motorist driving behaviors
• Install pedestrian signals (i.e., walk/don’t walk messages, • Improved visibility of pedestrians and
symbolic hand/walking man messages) motorists
• Decrease in average vehicle speeds

Activities Short-Term Outcomes Long-Term Outcomes
Land Use Design, Planning, & Policy • Change in walking distance • Reduced pedestrian crash rate
• Convert auto-oriented strip development into more accessible • Increase in number of route choices • Reduced intersection pedestrian
land use patterns more suitable for pedestrians • Decrease in the number of wide cross crash rate (per crossings)
• Improve existing local street connectivity and circulation by streets • Reduced pedestrian injuries
adding sidewalks, paths, stairs/ramps, gates, etc. to link dead- • Reduced pedestrian deaths
end streets and cul-de-sacs • Reduced percent of pedestrian
fatalities
• Improved livable, walkable
communities
Advocacy • Increase knowledge of pedestrian safety

• Decision-maker engagement and support (elected officials, issues and concern among elected/
appointed officials, community leaders) through presenting to appointed officials and community
city/ county/ state councils/ committees, adopting principles for leaders
practice among appointed officials, etc.
Collaboration • Increase knowledge, skills, and abilities

• Provide training and other types of technical assistance to of individuals implementing pedestrian
partners to engage in partnership and community activities safety programs
Equity • Decrease pedestrian crash rates in low

• Support policies for the development, funding, or maintenance income geographical areas
of active transportation and pedestrian safety facilities and
design features in affordable housing/ housing authority
locations

SECTION 3: EVALUATION DESIGN
This section provides steps to develop evaluation questions in order to specify
your evaluation design. It is important to work closely with your evaluation partners during
the design phase to ensure there is buy-in for the approach that you choose. You should refer
to your evaluation purpose statement (see Section 1) as you develop your evaluation questions.
Step 1: Develop evaluation questions aligned with the evaluation

purpose statement
With your evaluation partners convened,
A. Brainstorm a list of evaluation questions aligned with your partnership’s evaluation

purpose statement.
Several approaches can be used to structure a brainstorming session with your partners, including more formal
(nominal group technique, Delphi method) or informal methods.
In the idea generation phase, encourage your partners to consider the following categories of evaluation topics:
• Partnership strengths, weaknesses, opportunities, and threats;
• Organizing and advocacy activities;
• Changes in policies, practices, and environments affecting pedestrian safety;
• Educational and promotional efforts increasing pedestrian safety knowledge and skills in the population of interest; and
• Health behaviors, health outcomes, and related social, economic, and environmental outcomes.
You can also refer partners to the following resources generated in Sections I and II to stimulate ideas, including:
• Evaluation purpose statement;
• Population and subpopulations of interest;
• Partnership’s vision and mission;
• Intervention goals and objectives;
• Partnership’s logic model; and
• Evaluation audiences and relevant of the evaluation findings to these audiences.
Evaluation Guide for Pedestrian Safety Section 3: Evaluation Design | 39

Tip for Success
Make sure partner concerns are included to increase applicability of the evaluation results to
pedestrian safety improvements.
Sample Evaluation Questions

Sample process and outcome evaluation questions for PSAPs or education and promotion campaigns.
Sample Process and Outcome Evaluation Questions for PSAPs or Education and Promotion Campaigns4
Process Questions Outcome Questions

(logicmodelinput,activities,outputs) (logicmodelshort-,intermediate,long-termoutcomes)
• What intervention components were adopted, implemented, or • Did pedestrian safety training significantly improve knowledge and skills
enforced fully, partially, or not at all? Why? among participants (e.g., law enforcement officers, traffic engineers, city
• Were participants satisfied with the intervention components? planners)?
Which ones? Why? • Did outreach to city council members (e.g., data on pedestrian fatalities,
• Was there variation in implementation across subpopulations? citizens’ testimonies on walkability) significantly influence their support of
Which subpopulations? local ordinances and regulations to improve pedestrian safety?
• What were assets or facilitators of intervention delivery? How can • Did the Safe Routes to School education campaign significantly increase
assets or facilitators be harnessed? awareness of safe walking routes among students and safe driving practices
• What were barriers or challenges to intervention delivery? How can among parents?
barriers be overcome? • Did traffic calming devices significantly reduce traffic speeds?
• Who engaged, dropped out, or did not engage? Why? • Did the worksite “distracted driving” campaign significantly increase safe
driving behaviors among employees?
• Did the pedestrian safety initiative significantly reduce pedestrian injuries
and fatalities?
FOOTNOTES
4. Adapted from: HM Treasury 2011. The Magenta Book: Guidance for evaluation. Retrieved from: https://www.gov.uk/government/uploads/system/uploads/attachment_
data/file/220542/magenta_book_combined.pdf

B. Prioritize the list of evaluation questions using criteria agreed upon by partners.
In the prioritization phase, the following questions may stimulate your partnership’s selection of criteria for prioritization:
• Are the evaluation questions important to all partners or subsets of partners?
• Are the evaluation questions relevant to the audiences for the evaluation?
• Are the evaluation questions aligned with the evaluation purpose statement and the
intervention goals, objectives, and logic model?
• Are the evaluation questions feasible to address within the current timeline, funding,
and resources?
• Will the evaluation questions inform either actionable improvements to the partnership or
the intervention or evidence-based practices for the field?
As partners go through the prioritization process, be sure to track and explain the reasons why
evaluation questions may be combined, refined, or discarded in relationship to the evaluation criteria.
It is critical to share this rationale with partners to ensure all individuals feel their input and ongoing
participation is needed and valued, particularly for those with little to no evaluation experience.
Review your final list of evaluation questions with all partners. Check that each question is specific, measurable, and achievable and that
the partners responsible and the timeline are assigned, consistent with the SMART guidelines described in Section 2.
Template
Worksheet to Prioritize Evaluation Questions template

A template for rating the relevance of each evaluation question and making decisions about including vs.
discarding questions based on specific criteria.5
FOOTNOTES
5. Adapted from: Salabarría-Peña, Y, Apt, B.S., Walsh, C.M. Practical Use of Program Evaluation among Sexually Transmitted Disease (STD) Programs, Atlanta (GA): Centers for
Disease Control and Prevention; 2007. Retrieved from: https://www.cdc.gov/std/program/pupestd/Step3_0215.pdf

Step 2: Identify the population or subpopulations, intervention goals and objectives,
and types of evaluation for each evaluation question
Now that you and your evaluation partners have identified and prioritized the evaluation questions, it is time to identify the population or
subpopulations, intervention goals and objectives, and types of evaluation corresponding to each question.
A simple table can be used to link all of these elements as follows:
Evaluation question Population or subpopulations Intervention goals and objectives Types of evaluation
From Section 2, Step 1 Updated from Section 1 From Section 2 Updated from Section 1
Your partnership can draw on the initial populations and subpopulations and types of evaluation identified in Section 1, including
formative, process, impact, and outcome evaluation, as well as the intervention goals and objectives from Section 2.
You and your evaluation partners will need to identify whether the evaluation questions are aimed at assessment (pre-intervention,
formative evaluation), implementation (intervention delivery, process evaluation), or outcomes (during or immediately following the
intervention, impact, or outcome evaluation), or some combination of these. Again, impact and outcome evaluation correspond to the
outcomes identified in your intervention objectives and goals, respectively.
Crafting evaluation questions that bring together formative and impact or outcome types of evaluation set the stage for evaluation designs
with both baseline and follow-up measures. Combining these methods will increase confidence that changes in the outcomes being
measured are, to some degree, due to the intervention strategies being evaluated.
Attribution Contribution
Caused the observed outcomes Helped to cause the observed outcomes

• Are the outcomes of interest attributable to the intervention? • Is the intervention contributing to the outcomes of interest?
• Are the outcomes of interest changing as a result of the • Are the outcomes of interest changing?
intervention? • Is there evidence that the intervention helped achieve (or was part of what
• Did the intervention cause the outcomes of interest? caused) the outcomes of interest?

When you evaluate pedestrian safety interventions, such as educational and promotional campaigns and PSAPs, it is challenging to
determine if the intervention components caused the change in the outcomes being measured. This is due to a number of factors,
including multiple complementary intervention strategies, longer intervention duration, and fluctuating environmental, social, and cultural
factors affecting pedestrian safety that can be challenging to account for in the evaluation. While you and your evaluation partners are
designing an evaluation plan to demonstrate the changes in outcomes are fully attributed to your pedestrian safety intervention, it is more
likely that the intervention components contributed to the changes in outcomes. See figure6 highlighting differences between attribution
and contribution in evaluation.
Consider the following example:

Sample Evaluation Population or Intervention Goals
Types of Evaluation
Question Subpopulations and Objectives
Did outreach to city City council Goal: Ormative Evaluation:
council members (e.g., members To develop and enforce • Conduct a survey of city council members’ knowledge and awareness of rates of pedestrian
injuries and fatalities in their jurisdiction and potential policies to improve pedestrian safety.
data on pedestrian local policies in the next
• Implement a policy scan to determine existing pedestrian safety ordinances and regulations
fatalities, citizens’ 12 months to reduce and interview staff from local planning, transportation, and law enforcement agencies to
testimonies on pedestrian injuries and assess implementation and enforcement of these policies.
walkability) significantly fatalities in the next 3 • Identify baseline rates of pedestrian injuries and fatalities prior to intervention
influence their support years. implementation.
of local ordinances and Process Evaluation:

regulations to improve Objective:
• Assess whether all city council members were present to receive data on pedestrian fatalities
pedestrian safety? To increase city council and citizens’ testimonies on walkability.
members’ knowledge • Assess whether competing priorities or other barriers interfered with city council members’
and awareness of opportunity to adopt new or modified policies.
escalating rates of • Assess whether staff from local planning, transportation, and law enforcement agencies had
the knowledge, skills, and resources to implement and enforce the new or modified policies.
pedestrian injuries and
fatalities and associated Impact Evaluation:
ordinances and • Re-administer the survey of city council members’ knowledge and awareness and assess
regulations to improve changes after 6 months of intervention implementation.
pedestrian safety in the Outcome Evaluation:

next 6 months. • Assess the number of new or modified pedestrian safety ordinances and regulations adopted
by city council and implemented and enforced by local planning, transportation, and law
enforcement agencies after 12 months of intervention implementation.
• Assess changes in rates of pedestrian injuries and fatalities after 3 years of intervention
implementation.
FOOTNOTES
6. A. Almquist (2011). CDC Coffee Break: Attribution versus Contribution. National Center for Chronic Disease Prevention and Health Promotion, Division for Heart Disease and Stroke
Prevention, Evaluation and Program Effectiveness Team. Retrieved from: https://www.cdc.gov/dhdsp/pubs/docs/april_2011_cb.pdf

Alignment of process and impact/ outcome evaluation questions creates the opportunity to examine exposure to the intervention and/or
dose of the intervention hand-in-hand with the changes observed, increasing the ability to make causal inferences about the intervention’s
influence on the outcomes. In other words, the process evaluation data can provide useful descriptive data about how the intervention
succeeded or failed to affect the outcomes observed.
Step 3: Specify the evaluation design to maximize causal

inferenceand internal validity for each evaluation question
The next step is to create your evaluation design(s) with respect to one or more of
your evaluation questions and the associated types of evaluation. As noted in the previous step,
you want to maximize your ability to say that the pedestrian safety intervention caused the changes
in outcomes observed. Although many pedestrian safety evaluations will not be able to show full
causality, or attribution, your evaluation can show that the combination of intervention activities
contributed to the observed outcome of interest. Causal inferences increase confidence in the internal
validity of the relationship of the intervention to the outcomes observed. Rigorous evaluation designs help
to minimize threats to internal validity.
A. Select your evaluation design

There are three basic categories of evaluation design: experimental, quasi-experimental, and non-experimental.
The key characteristics of each design are shown in the following table:
Experimental Designs Quasi-experimental Designs Non-experimental Designs
Attribution Attribution or Contribution Contribution
• Randomization • No randomization • No randomization

• Includes a control group • Includes a comparison group • Does not include a comparison group
• Helps establish cause and effect • Individuals in comparison and intervention • Most feasible/ practical to implement
• Most rigorous type of design groups should have similar characteristics • Does not establish cause and effect
other than intervention exposure

Tools & Resources
Evaluation Design Illustrations

This table shows descriptions, examples, and graphic depictions of each evaluation design along with causality
and strength of attribution.
Evaluation Design Illustrations7

Evaluation Design
Causal Evidence Description Design Illustration
(examples)
Experimental Individuals from the evaluation
(randomized controlled population are randomly
trial or RCT) assigned to experimental
(intervention) or control/
comparison groups for group
equivalence and data is collected
from both groups before and
after the intervention.
Quasi-experimental Individuals in the experimental

(e.g., non-randomized (intervention) group are
trial, before-and-after compared to individuals from
study, time series) another, similar “comparison
group” or data is collected
from individuals in the
experimental group before
and after the intervention.
Baseline observations are the
“comparison group.”
FOOTNOTES
7. Adapted from: Measurement, Learning & Evaluation (MLE) Project (evaluation component of the Urban Reproductive Health Initiative). Retrieved from:
https://www.urbanreproductivehealth.org/toolkits/measuring-success/types-evaluation-designs

Evaluation Design
Causal Evidence Description Design Illustration
(examples)
Non-experimental, Only the experimental
observation, or (intervention) group is evaluated
descriptive and data is collected either
(e.g., post-test only, before or after the intervention.
case study)
Non-experimental Observe the intervention group

Time Series Design multiple times before and after
(e.g., longitudinal study) the intervention and analyze
trends before and after.
B. Minimize threats to internal validity

Although you’ve learned about the many types of evaluation designs you and your evaluation partners can use, you’re probably wondering
how to determine the evaluation design you should use.
The short answer: Choose the design that can best provide the data you need to:
1. Answer your evaluation questions;
2. Complete your evaluation within the time allotted; and
3. Utilize the resources at your disposal.

However, there are likely several designs that could provide these data, and you want to choose the design that will maximize your causal
inference.
Therefore, your next step is to consider the strengths and weaknesses of each evaluation design in minimizing threats to internal validity.
Your final decision will need to strike a balance between getting the best possible data and making the most efficient use of available
resources within your timeline.
There are three basic conditions necessary to establish causality, including:

• A relationship must be established between the intervention and the outcomes.
• The intervention must precede the outcomes observed.
• The outcomes cannot be attributed to other explanations.
With these conditions in mind, there are seven basic threats to internal validity and their relationship to evaluation designs:
Threat to internal validity Relationship to evaluation design
History: An unanticipated event occurring during intervention Evaluation designs with more than one group (e.g., control group, comparison
implementation that is not measured or accounted for in the group) minimize the history threat to internal validity because the exposure to
analysis. unanticipated events is relevant to both groups and differences between the
groups can be attributed to the intervention.
Maturation: The outcomes observed may be attributed to normal Evaluation designs with more than one group (e.g., control group, comparison
developmental processes in the population or subpopulations of group) minimize the maturation threat to internal validity because the
interest as a function of time. developmental processes are relevant to both groups and differences between
the groups can be attributed to the intervention.
Statistical regression: A tendency of people who have extreme Evaluation designs with more than one group (e.g., control group, comparison
scores on measures (e.g., surveys, direct observation) to regress to group) minimize the statistical regression threat to internal validity because
the mean on subsequent administration of those measures. the tendency to regress to the mean is relevant to both groups and differences
between the groups can be attributed to the intervention.
Selection: The population or subpopulation members assigned to Evaluation designs with only one group (i.e., intervention group) or those
intervention and control or comparison groups should be equivalent with random assignment of individuals to group (i.e., intervention group and
before the intervention is implemented. control or comparison group) eliminate or minimize the selection threat to
internal validity because single group or the random assignment to group
eliminates the second group or limits differences between the groups.

Threat to internal validity Relationship to evaluation design
Experimental mortality: The differential loss of population or Evaluation designs with random assignment of individuals to group
subpopulation members assigned to intervention versus control or (i.e., intervention group and control or comparison group) minimize the
comparison groups. experimental mortality threat to internal validity because random
assignment increases the equivalence of groups, thus differences between the
Testing: The baseline assessment (pre-intervention) may sensitize Evaluation designs with more than one group (e.g., control group, comparison
population or subpopulation members in unanticipated ways and group) minimize the testing threat to internal validity because exposure to the
affect their performance on the follow-up assessment(s). baseline assessment is relevant to both groups and differences between the
Instrumentation: The measures changed from the baseline Evaluation designs with more than one group (e.g., control group, comparison
assessment to the follow-up assessment. group) minimize the instrumentation threat to internal validity because the
changes in measures are relevant to both groups and differences between the
Tools & Resources
Evaluation Design: Strengths and Weaknesses

This table shows strengths and weaknesses of each design, along with a description and example pedestrian
safety intervention evaluations for each design.

Evaluation Design: Strengths and Weaknesses8
Design (examples) Strengths Weaknesses
Experimental • Can be used when individual • Requires recruiting more participants for detecting significant change (during data
Cluster randomization is inappropriate or analysis) compared to individual RCTs
Randomized impossible • Requires complex data analysis methods
Controlled Trial • Can evaluate in real-world setting
Description: An experimental cluster RCT design is when study participants are grouped (clustered) on the basis of some characteristic (e.g., city, zip
code, age, travel mode) and then randomized as a group to either the intervention or control group.
Example: The Advocacy for Pedestrian Safety Study was a mixed-methods, multi-center cluster randomized controlled trial that evaluated uptake of
effective pedestrian safety interventions in high risk communities. This evaluation measured effects and factors related to the success or failure of
the advocacy initiative aimed at improving pedestrian safety in high risk communities in the UK. The intervention was directed at local politicians who
represented electoral wards housed within local authorities. Local authorities were randomized to intervention or control groups, stratified by study
center area and local authority size.9
Quasi- • Can easily be used with surveys • Can show only short-term changes
experimental • Can account for the possibility that • Requires a control group that’s similar to the intervention group
Pre-Post with some other factor occurred at the
Control Group same time as the intervention
Description: The quasi-experimental pre-post with control group design consists of both the intervention and control group receiving pre-test and
post-test. The comparison group does not receive the intervention in between the two tests.
Example: To evaluate a comprehensive pedestrian safety countermeasure program in Miami-Dade County, Florida, consisting of 16 education,
enforcement, and engineering treatments deployed at four high-collision zones, pre- (1998-2001) and post-treatment (2002-2004) data were collected.
Data was collected to compare local collision trend in neighboring counties for comparison.10
FOOTNOTES
8. Adapted from: University of Albany Center for Problem-Oriented Policing. Assessing Responses to Problems: An Introductory Guide for Police Problem-Solver. Appendix D:
Summary of Evaluation Designs’ Strengths and Weaknesses. Retrieved from: http://www.popcenter.org/tools/assessing_responses/7
9. Lyons RA, Kendrick D, Towner EM, Coupland C, Hayes M, Christie N, et al. The advocacy for pedestrian safety study: cluster randomised trial evaluating a political advocacy
approach to reduce pedestrian injuries in deprived communities. PLoS One. 2013;8(4):e60158. Available at: http://journals.plos.org/plosone/article?id=10.1371/journal.
pone.0060158
10. Zegeer, C., D Henderson, R Blomberg, L Marchetti, S Masten, Y Fan, L Sandt, A Brown, J Stutts, and L Thomas. Evaluation of the Miami-Dade Pedestrian Safety Demonstration
Project. National Highway Traffic Safety Administration. Washington, DC, 2008.

Quasi- • Usually convenient and lower-cost • Can show only short-term changes
experimental • Is simple and quick to implement • Cannot account for pre-existing trends
Pre-Post (without • Can easily be used with surveys • Cannot account for the possibility that some other factor occurred at the same time
a control group) • Can provide a reasonable estimate as the intervention (least rigorous in showing causal link between intervention and
of the post-intervention change outcomes)
• Is weak at ruling out other alternative explanations
Description: The quasi-experimental pre-post without a control group design consists of one intervention group that receives a pre-test followed by
and intervention and then a post-test.
Example: A quasi-experimental pre-post design was used to evaluate pedestrian and driver behavior at crosswalks in different types of locations and
communities to determine whether effectiveness of Yield-to-Pedestrian Channelizing Devices was impacted by community type (urban, suburban,
small city, college town); location type (intersection or mid-block); or intersection traffic control (all-way stop control, or partial stop control). Similar
analyses were conducted for other sites in the same communities to examine the presence of spillover effects.11
Quasi- • Is simple and straightforward • Can use when baseline equivalency is already established or assumed
experimental • Can use with one group (no • Can be a low-cost way to assess differences between multiple versions of
Post-only comparison group) or two groups interventions
(with a comparison group) of
participants
Description: The post-only design is one of the simplest designs. It consists of one or more groups completing a post-test after the intervention has
been implemented.
Example: To evaluate a new online version of an existing pedestrian safety education intervention, a quasi-experimental post-only design can be used
to compare the effects of each version on mean knowledge scores from an online survey administered immediately after the intervention.
FOOTNOTES
11. Pennsylvania Department of Transportation Bureau of Planning and Research. C. Strong, M. Kumar. Western Transportation Institute College of Engineering Montana State
University. Safety Evaluation of Yield-to-Pedestrian Channelizing Devices: Final Report. 2006 Retrieved from: https://www.dot.state.pa.us/public/pdf/YTPCDFinalReport.pdf

Quasi- • Is easy to use with data routinely • Is hard to use if special data collection methods, (e.g., surveys), are used to measure
experimental collected over many time periods the problem
Interrupted Time • Can rule out pre-existing trends and • Cannot account for the possibility that some other factor occurred at the same time
Series alternative explanations as the Intervention
• Takes a long time to establish results
• Is hard to interpret when there are few events per time period before the
intervention
Description: The simplest type of time series designs is the interrupted time series. This design is often used to evaluate the impact of a population-
wide policy or intervention. It involves a single treatment group which is measured many times before and after the start of the intervention. It is called
“interrupted” time series because the researcher graphs the data before and after the intervention, and looks for an interruption in the line or curve
where the intervention was introduced.12
Example: A quasi-experimental interrupted time-series design was used to evaluate change in crash frequency across varying degrees of pedestrian
countdown timer treatment density during 120 months of a large study in Detroit, Michigan. This evaluation design allowed evaluators to assess
whether change in crash frequency depended upon of the degree to which the countdown timers penetrated the treatment unit. BE.13
Non-experimental • Is easy to use with data routinely • Is difficult to use if data collection methods (e.g., surveys) change over time
Multiple Time collected over many time periods • Often needs qualitative data to explain
Series • Can rule out preexisting trends and • Takes a long time to establish results
many other alternative explanations • Can be hard to interpret when there are few problem events per time-period
• Results easily presented (graphs) before the intervention
and interpreted (patterns)
• Can forecast short-term trends
Description: Multiple time series designs (or multiple baseline design) incorporates a baseline and an intervention condition across multiple participants,
behaviors, or contexts. The greater the number of replications, the more confident one can be that the treatment produced the observed changes.
Example: A non-experimental multiple time series design can be used to evaluate trends in pedestrian injury rates in intervention areas before and
after a community intervention. Data can be collected retrospectively for a five-year period, 2.5 years before intervention, and 2.5 years after the
intervention, from state database records. Comparison of monthly pedestrian injury rates before and after the intervention can show any changes in
injury trends.
FOOTNOTES
12. O’Connor, E., J. Bellamy, B. Spring. Evidence-Based Behavioral Practice Online Training Course. Critical Appraisal: Time Series Designs Retrieved from:
http://ebbp.org/course_outlines/critical_appraisal/#C
13. Huitema, RV Houten, H Manal. Time-series intervention analysis of pedestrian countdown timer effects. Accident Analysis & Prevention 2014. 72:23–31. Retrieved from:
http://europepmc.org/abstract/med/25003967

Non-experimental • Can provide a detailed description of problem or • Takes a long time

Case Study initiative, operations and contextual information, such • The amount of data can become unwieldy
as the historical perspective • Need skills in multiple data collection techniques
• Can be used to integrate data from multiple • Insiders can be biased
sources (e.g., documents, interviews, participation, • Outsiders can be naïve
observation, videos)
• Can be used to report various characteristics (e.g.,
participation rates, representativeness, partnership
influence, how resources are leveraged)
• Can be both quantitative and qualitative data that
details facilitators, barriers, and gaps
Description: A non-experimental case study is an in-depth study of a particular person, group, program, policy, problem, decision, or organization over
a period of time in order to provide a detailed description.
Application: Case studies are appropriate for assessing changes in public health capacity in sub-population groups. Case studies are especially
applicable when the intervention is unique, when an existing intervention is used in a new setting, when a unique outcome is being assessed, or
when an environment is unpredictable. Case studies can also allow for an exploration of community characteristics and how these may influence
intervention implementation, as well as identifying barriers to and facilitators of change. Examples of case studies in pedestrian safety.14
FOOTNOTES
14. Compiled from Federal Highway Administration Office of Natural and Human Environment 2005. Pedestrian and Bicycle Data Collection in United States Communities:
Quantifying Use, Surveying Users, and Documenting Facility Extent. Retrieved from: http://www.pedbikeinfo.org/pdf/PlanDesign_Tools_FHWACaseStudies.pdf

Step 4: Determine sampling strategies to maximize external validity in the selected
population or subpopulations for each evaluation question
To complement your evaluation design, you and your evaluation partners should determine your sampling plan. A sampling plan can help
maximize the applicability of your evaluation findings to similar populations and subpopulations. The applicability of evaluation findings is
commonly referred to as external validity and it can apply to people, places, and time periods.
A. Identify your sampling

methods
In essence, your evaluation questions
guide the selection of a sample of
participants or data that represents
your population or subpopulations of
interest to ensure that the evaluation
findings can be generalized to similar
populations or subpopulations.
There are two main types of

sampling methods:
• Probability, or random assignment
of population or subpopulation
members to intervention and control
or comparison groups
• Non-probability, or non-random
assignment
This graphic15 illustrates how the different types of probability and non-probability sampling methods relate to one another and the
descriptions as well as relative strengths and weaknesses are described in the following table.
FOOTNOTES
15. J. Dudovskiy 2011 Research-Methodology Website. Retrieved from:
http://research-methodology.net/wp-content/uploads/2012/04/Sampling-in-primary-data-collection1.png

Tools & Resources
Sampling Methods: Comparing Strengths and Weaknesses

This table shows descriptions of sampling methods along with strengths, weaknesses, and examples.16, 17
Sampling Method Description Strengths Weaknesses
Probability Sampling Random selection of individuals • Representative sample of population • Time consuming
that provides an equal chance of • Generalizable to population • Expensive
being selected.
Technique Description Example Why Choose?
Simple random Ensures that each participant has Use a basic lottery process an online When an unbiased sample that is
an equal likelihood or probability random number generator to assign representative of the population is
of assignment to experimental participants to intervention or control needed.
(intervention) or control/ group.
comparison groups
Systematic random A consistent rule is used to assign Every other participant who completes When a fairly representative sample is
participants to experimental a baseline survey is assigned to available.
(intervention) or control/ intervention vs. group.
comparison groups
Stratified random Ensures that different subgroups Divide population into meaningful When a larger unbiased sample that
of participants have an equal groups based on certain criteria (e.g., is representative of the population is
likelihood or probability of age, zip code) and then select a random needed.
assignment to experimental sample from each group.
(intervention) or control/
comparison groups
FOOTNOTES
16. http://study.com/academy/lesson/cluster-random-samples-definition-selection-examples.html
17. J. Dudovskiy 2011 Research-Methodology Website. Retrieved from: http://research-methodology.net/sampling-in-primary-data-collection/multi-stage-sampling/

Random cluster Sample is made up of different Advocacy groups are divided into When you don’t have access to the
groups within a population. This clusters based on non-overlapping entire population, sample clusters are
differs from stratified because primary advocacy topic each supports. geographically convenient, or clusters are
you use the entire group, not All members of each group are included natural divisions.
just select individuals within the in data collection.
group. Clusters must be mutually
exclusive.
Multi-stage Sample is determined in two or Divide communities into high, med, and When you need to include a higher
more steps: randomly choosing low SES and then randomly choosing number of clusters.
clusters and then randomly communities within each cluster.
choosing participants from each
cluster.
Sampling Method Description Strengths Weaknesses
Non-probability Some participants may have a • Less resource intensive • High probability of bias in sample
Sampling greater chance of being selected • Les rigid • Lower generalizability
• Variety of sampling techniques
Quota Participants are selected based on Participants from each community When probability sampling is not possible
specific criteria were recruited to match population and consideration for population
characteristics (e.g., age, sex, race, proportions is needed.
SES) of communities in which the
countermeasures were implemented.

Purposive Sample cases are chosen To determine the travel patterns of May be the only appropriate method
deliberatively to represent pedestrians and bicyclists between available if there is a limited number of
characteristics known or suspected the ages of 6 -18 years in three primary data sources
to be of key relevance to the communities. Rather than applying
evaluation questions. random sampling and choosing cases
• Extreme case – that may not be available, you can use
sample unusual cases purposive sampling to ask community
• Heterogeneous – partners in each of the communities
sample a wide variety of cases for a list of parent/ child pairs that are
• Homogeneous – interested in participating. Depending
sample similar cases on evaluation goals, a specific type of
• Critical case – purposive sampling should be applied.
sample important cases
• Typical case –
sample average cases
• Theoretical –
sample based on theory that is
developed during sampling
Volunteer Participants self-select • Snowball – Participants are asked to When there is a need for a quick and
refer others they know to also take inexpensive sample
part in the evaluation.
• Self-selection – Participants see social
media request to take part in survey.
Haphazard Opportunistic participant The first 20 adults seen walking through When target population is generalizable
(Convenience) recruitment based on populations the park are invited to complete a and other sampling techniques are too
readily available or easy to recruit pedestrian safety survey. resource-intensive, not cost-efficient,
through word-of-mouth (e.g., such or not necessary to answer evaluation
as snowball sampling) questions.
In creating your sampling plan, your partners should prioritize the sampling methods that best match your evaluation questions, design,
and audiences as well as your partners’ skills and experience, timeline, and resources available to recruit participants and collect data.

B. Determining your sample size
Next, you and your evaluation partners should decide on the size of the sample or samples necessary to make causal inferences about
your population or subpopulations of interest based on the evaluation findings from your sample.
The goal is to increase statistical power in order to increase confidence that the evaluation findings are detecting an intervention effect
when the intervention effect truly exists.
Tools & Resources
G*Power
A tool to compute statistical power analyses for many different t tests, F tests, χ2 tests, z tests and some exact
tests. G*Power can also be used to compute effect sizes and to display graphically the results of power analyses.
Power and Sample Size .com

Free and open source online calculators.
PS
An interactive computer program for performing statistical power and sample size calculations.
PowerUp!
A tool that provides convenient excel-based functions to determine minimum detectable effect size and minimum
required sample size for various experimental and quasi-experimental designs.
PowerUp!R
R package version of PowerUp! and additionally includes functions to determine sample size for various
multilevel randomized experiments with or without budgetary constraints.
R Package pwr
A package of tools with functions for basic power calculations using effect sizes and notations from
Cohen (1988).

Tools & Resources
Russ Lenth’s power and sample-size page

Software is intended to be useful in planning statistical studies.
WebPower
A free collection of tools for conducting statistical power analysis online.
SampSize (app for Android, iOS iPhone, iPad)

The design of clinical trials by calculating the sample size using inputs provided by the user.
These power calculations should account for precision of the intervention effect estimates, systematic errors in the data collected or
analyzed, and loss of participants in follow-up assessment over time (attrition).
Seek out referrals for statistical expertise from government agencies or academic institutions when more rigorous sampling and power
techniques are needed.

SECTION 4: METHODOLOGY AND DATA COLLECTION
This section provides steps to help you identify data sources and design data collection
methods to answer your evaluation questions.
Step 1: Identify data sources or design data collection methods

There are two types of data that you can use in your evaluation: quantitative data and qualitative
data. These data types can be used to provide insight to the evaluation questions using a variety of
evaluation methods.
1. Quantitative data and methods

Quantitative data are numerical data that can be counted (or quantified) and statistically analyzed. The data refer to
the specific assessment measures to capture sociodemographic information, geographic characteristics, knowledge
and attitudes, perceptions and beliefs, behaviors, policy or environmental attributes, quality of implementation,
exposure to the intervention, etc. The process of collecting this data using quantitative methods is intended to
uncover numerical patterns and trends, yet the methods may be applicable to both quantitative and qualitative data.
For instance, a survey (method) can have quantitative data (measures that are numeric – income, Likert scales) and
qualitative data (measures that are non-numeric – race/ethnicity, open-ended questions).
Evaluation Guide for Pedestrian Safety Section 4: Methodology and Data Collection | 59
Common types of quantitative data and methods that can be used to evaluate outcomes corresponding to pedestrian safety
interventions include:
Common Quantitative
Data and Method Types
Pedestrian Counts Physical counts of pedestrians at any given • National Bicycle and Pedestrian Documentation Project provides
Surveys sidewalk, path, crosswalk, or roadway. Counts detailed guidance and templates on how to collect pedestrian
can be used: count data.
• As a proxy measure for exposure when • Pedestrian and Bicycle Data Collection in United States
analyzing pedestrian-involved crashes at Communities also provides information on how to collect data for
specific locations pedestrian safety programs.
• To measure changes in pedestrian volume • Pedestrian Safety Knowledge (child/oralinstrument)18 is a survey
before and after a safety intervention is instrument used to assess children’s knowledge of pedestrian
implemented. safety, which include route selection, proper looking before
Questionnaires that ask predetermined and while crossing, and how to walk safely on streets without
questions on knowledge, attitudes, opinions, sidewalks.
experiences, and behaviors of pedestrians • Pedestrian Behavior Questionnaire19 is a survey administered to
and/or drivers. parents to report children’s weekly walking habits.
Traffic,LawEnforcement, Traffic, law enforcement, and injury State and national dataset include:
and Injury Surveillance surveillance datasets are comprehensive • Crash and roadway data (Police Reports, Fatality Analysis Reporting
Datasets repositories of data that are collected, System (FARS), Inventories/Roadway Safety Audits and Reviews)
compiled, and validated by national and state • Vehicle Registration
agencies. These datasets – which include • Citation/Adjudication
data collected by traffic safety organizations, • State Level Hospital Inpatient Discharge Data
police departments, and public health • State Level Emergency Department Data
agencies – can include a variety of variables • EMS
that can inform evaluations of pedestrian • Trauma Registry
safety interventions. • Death Certificates
FOOTNOTES
18. Schwebel, D. C., & McClure, L. A. (2014). Training Children in Pedestrian Safety: Distinguishing Gains in Knowledge from Gains in Safe Behavior. The Journal of Primary
Prevention, 35(3), 151–162. http://doi.org/10.1007/s10935-014-0341-8
19. Stavrinos D, Byington KW, Schwebel DC. The effect of cell phone distraction on pediatric pedestrian injury risk. Pediatrics. 2009;123:e179–185
Tools & Resources
Pedestrian Safety Evaluation: Qualitative Data Collection Methods

Provides greater detail on specific qualitative data collection methods that can be used to inform pedestrian
safety interventions.
2. Qualitative data and methods

Qualitative data are descriptive, non-numerical data that approximate or characterize – but do not quantify – the attributes, characteristics,
and properties of a thing or phenomenon. Qualitative data can provide contextual information that can convey the “how” and “why” of
a phenomena or issue though the expressed thoughts, feelings, attitudes, and values of a person or group. Qualitative data describe
whereas quantitative data define.
Examples of qualitative data collection methods that can be used to evaluate pedestrian safety interventions include:
Focus Groups An interactive discussion between a homogenous sample of six to eight individuals. Focus groups are usually facilitated
by a trained moderator who focuses on a specific set of topics to capture social trends and group perspectives.
Key Informant Interviews A semi-structured, one-on-one conversation designed to gain insight on a given topic. The interviewer will guide the
interviewee through a discussion of their own life experience, perspectives, and opinions to further understand or
create new knowledge about a specific subject.
Observations A research method aimed to systematically observe and record interactions, events, locations, etc. between individuals
and their environment in a natural state. Observations provide allow evaluators to describe and understand people’s
behavior in context.
Case Studies An in-depth study of a documented event aimed to narrow down a board topic and offer a real-world application of a
specific concept or theme. Case studies provide supplemental
Document Analysis A form of research that systematically reviews a document, policy brief, public record, etc. and then interprets the data
to measure the impact of the file.
Inventories/Roadway A collection of all road-related information that defines and monitors the state-owned highway network, maintaining
Safety Audits and Reviews an inventory of the roadway features, conditions, and characteristics. Road Safety Audit (RSA) is the formal safety
performance examination of an existing or future road or intersection by an independent, multidisciplinary team. It
qualitatively estimates and reports on potential road safety issues and identifies opportunities for improvements in
safety for all road users (FHWA).
Tools & Resources

Provides greater detail on specific qualitative data collection methods that can be used to inform pedestrian
safety interventions.
3. Basic Differences between Quantitative and Qualitative Data

BelowisasummaryexplainingthekeydifferencesbetweenQualitativeandQuantitativeData20
Qualitative Quantitative
Purpose To describe a situation, gain insight to particular practice To measure magnitude
Format No pre-determined response categories Pre-determined response categories, standard measures
Purpose In-depth explanatory data from a small sample Wide breadth of data from large statistical representative sample
Data In-depth explanatory data from a small sample Wide breadth of data from large statistical representative sample
Analysis Draws out patterns from concepts and insights Test hypotheses, uses data to support conclusion
Result Illustrative explanation and individual responses Numerical aggregation in summaries, responses are clustered
Sampling Theoretical Statistical
Cost With small samples, this data can be cheaper to collect Existing publicly available data sets have no data collection costs
With large populations, this data can be more expensive to collect
FOOTNOTES
20. Nigatu, Tilahun. “Qualitative Analysis”. 2009. Presentation.
4. Benefits of Combining Quantitative and Qualitative Data (Mixed method evaluations)
A mixed method evaluation is an evaluation approach in which both quantitative and qualitative data are collected, analyzed, and
integrated to address one or more evaluation questions.21
Although quantitative and qualitative data have individual strengths, oftentimes both are needed to understand a complex problem and
strengthen an evaluation. Quantitative data can provide statistically reliable numerical information, while qualitative data can provide
richer and deeper insights into the phenomenon under study. Therefore, a mixed method evaluation provides an effective way to combine
and cross-apply quantitative and qualitative data to present a reliable and valid set of evaluation results.
The table below details the strengths and limitations of quantitative only, qualitative only, and mixed method evaluation approaches.
Strengths and Limitations of Evaluation Approaches

Strengths Limitations
Quantitative Only • Can incorporate large sample sizes • May be difficult to understand context of findings
• Data can be trended across multiple years • May lack specificity for the needs of the evaluation
• Data obtained from large datasets may not be up to date (data
may be lagged by one or more years)
• Lacks the richness and detail of descriptive information based on
human experience
Qualitative Only • Allows for the examination of phenomena in rich detail • Often utilizes a relatively small sample size
• Provides insights based on human experience • Findings are only generalizable to the study population
• Data can uncover subtleties not addressed by • Lacks the validation of statistical analysis
quantitative data sources
Methods • Combines inductive and deductive reasoning and • May require more resources to conduct both evaluation methods
thinking through the triangulation of evaluation • Training is necessary for evaluators to cross over and collect/
findings analyze both data types
• Strengthen the reliability of data
• Can help ensure evaluation findings are robust, valid,
and credible
• Reduces evaluator bias when interpreting results
FOOTNOTES
21. (From John Creswell’s 2013 article: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1047&context=dberspeakers)
Asyoucreateyourevaluationplananddeterminethespecificdatacollectionmethodsyouwilluse,youmuchconsiderthefollowing:
• The purpose of the evaluation and the end users of the evaluation findings
Determine which evaluation and data collection methods would be most appropriate to answer the evaluation questions and yield
credible results. Also, consider the methods would obtain the most buy-in from the primary audience or the end-users.
• The availability of data and resources for the evaluation
Determine if you will have to collect your own data (primary data) or if you can utilize existing data sources (secondary data). The time and
resources available to collect data should balance the strengths and limitations of each data source. Some methods are more costly to
collect, analyze, and interpret.
Step 2: Create a matrix to connect your evaluation questions, indicators, and data sources
A data collection matrix is a helpful planning tool that can help you visualize how all the data you have or need can fit together to answer
your evaluation questions.Abasicdatacollectionmatrixcontainsseven(7)mainelements:
Data Collection Matrix Elements Definition
1. Evaluation questions A high-level question aimed to understand the value, impact, and significance of the intervention. A well-
written evaluation question will serve as the guiding framework for your evaluation design and identify will
what you want to understand about the intervention.
2. Indicators Specific qualitative and quantitative data points that are used to operationalize the outcomes or activities of the
intervention. It is recommended to have more than one indicator for each outcome or activity being evaluated.
3. Data sources Identifies from whom or what agency the data will come from for the evaluation.
4. Data collection method The method at which the data will be captured. This includes, but not limited to, surveys, focus groups,
interviews, observations, etc.
5. Responsible party The individual or entity responsible for collecting/ providing the needed data. For example, an external evaluator will
be the responsible party that will conduct interviews and collect primary data for the evaluation.
6. Timing Related to the frequency at which the data will be collected (e.g. daily, quarterly, and annually). Serves as a
timeline of data collection for your evaluation.
7. Analysis plan A roadmap for how you plan to organize and assess the data to make sense of the information and identify
final conclusions to answer the evaluation question.
Below is an example of a data collection matrix that is used to plan the collection of evidence of the impact of a pedestrian safety
intervention.
Example Data Collection Matrix

Evaluation Question: What is the impact of the infrastructure changes at the crosswalk on pedestrian and traffic volumes and behavior?
Indicator Data Source Data Collection Responsible Party Timing Analysis Plan
Method
Pedestrian crossing FARS, police records Secondary data Evaluator Annually, August Time series
crashes source
Non-pedestrian FARS, police records Secondary data Evaluator Annually, August Time series
crossing crashes source
Drivers Yielding Audit/observation Observation Department of Pre-intervention Pre/post analyses

During ‘WALK’ signal Transportation Post-intervention
Pedestrians Crossing Pedestrian counts Observation Department of Pre-intervention Pre/post analyses

During Beginning of Transportation Post-intervention
WALK Cycle
Perceived pedestrian Interviews Qualitative Evaluator Post-intervention Emerged themes

safety at the from coding interview
crosswalk transcripts
Tip for Success
To find out more on how to develop evaluation questions see Section I: Focus the Evaluation.
SECTION 5: DATA ANALYSIS
In this section, a cooking analogy will be used to simplify and explain the data analysis
process, including the partners conducting the analyses, the variables or themes used in the
analyses, steps to prepare and methods to analyze the data, interpretation of the results, and the
culminating plan.
Step 1: Convene data analysis partners

Convening your partners responsible for data analysis is much like gathering your “chefs,” “cooks,”
“dishwashers,” and “servers.”
The “chefs” represent partners with the big picture in mind.

• These partners are able to connect the evaluation purpose, intervention goals and objectives, evaluation design, data
collection methods, and indicators and standards to the data analysis plan.
• Refer to the list of partners with data analysis roles from Section 1.
The “cooks” and “dishwashers” are responsible for implementing the analysis plan.
• This implementation requires several technical skills, including mathematics, statistics, and probability theory; economic theory;
systems theory; and information technology, data management, data coding, and programming.
• While existing partners may possess some or all of these technical skills, it is helpful to be prepared to recruit consultants or
contractors to support implementation.
The “servers” refer to the partners responsible for translation and dissemination of findings (see Section VI).
• At some level, all partners should be involved in the interpretation of the quantitative and qualitative findings to ensure utility,
propriety, feasibility, and accuracy of the evaluation.22
• Utility standards ensure that an evaluation will serve the information needs of intended users.
• Feasibility standards ensure that an evaluation will be realistic, prudent, diplomatic and frugal.
• Propriety standards ensure that an evaluation will be conducted legally, ethically and with due regard for the welfare of those
involved in the evaluation, as well as those affected by its results.
• Accuracy standards ensure that an evaluation will reveal and convey technically adequate information about the features that
determine worth or merit of the program being evaluated.
FOOTNOTES
22. https://www.cdc.gov/eval/standards/index.htm
Evaluation Guide for Pedestrian Safety Section 5: Data Analysis | 66

Template
Data Analysis Planning Grid Template

A template to guide data analysis activities for evaluation.
Step 2: Identify variables and themes

Variables or themes are the key “ingredients” in quantitative and qualitative data analysis “recipes,” respectively.
A variable or theme can represent an attribute of a person, place, thing, or idea.
Variables can be quantitative (numeric) or qualitative (categorical, non-numeric); alternatively, themes are all qualitative.
Themes are typically descriptive in nature and, therefore, more complex than variables to analyze.
An original set of variables or themes is derived from measures already available in your secondary
data sources or those obtained through your primary data collection tools.
Analysis variables can be created to summarize one or more of the original variables. Through
data reduction approaches, themes can also be transformed into variables, if desired.
Examples of analysis variables derived from original variables designed to characterize

intervention exposure and impact include:
• “High-risk population reach” = the proportion of racial, ethnic, and/or lower-income populations
exposed to the intervention;
• “Intervention dose” = scale or size of the intervention setting (e.g., # of feet of roadway) + stage of
implementation (e.g., policy adopted, funds allocated, environment modified, enforcement underway) + quality
of implementation (e.g., high, low); and
• “High-risk population impact” = high-risk population reach + intervention dose.

Many types of variables or themes may be included in quantitative and qualitative data analysis reflecting populations or samples,
interventions, outcomes, and contextual conditions. See the table below for examples of variables in each of these categories.
Examples of Variables
Variable Types
Quantitative (Numeric) Qualitative (Categorical, Non-Numeric)
Variables Demographic: age, income Demographic: gender, race/ethnicity, ability status

Geographic: population density within 1 mile radius of Geographic: urban, rural, suburban; areas (e.g., counties,
street improvement metropolitan areas, zip codes, census tracts or block groups);
corridors (e.g., continuous roads or streetscapes); intersections
Intervention Inputs: number of partners, amount of funding, Inputs: types of partners (e.g., urban planning, health,
Variables monetary value of in-kind resources transportation, residents, businesses), types of funding (e.g., grants,
Activities: number of policy, practice, or environmental tax dollars, budget appropriations), types of in-kind resources (e.g.,
changes planned, implemented, or enforced; number of meeting space, equipment, supplies)
educational programs or campaigns implemented Activities: types of policy, practice, or environmental changes
Outputs: planned or implemented,
Organizational: number of new positions or Outputs:
committees to support pedestrian safety in the region Organizational: new positions (e.g., Pedestrian/Bike Coordinator),
or state new decision-making bodies (e.g., Balanced Transportation
Policy: number of cities and counties adopting Committee), new or modified practices (e.g., use of form-based
ordinances for street trees zoning codes)
Environmental: # of feet of streetscapes with widened Policy: new or modified plans (e.g., pedestrian master plan,
sidewalks transportation management plan, security master plan), new or
Educational or Promotional: media hits modified policies (e.g., mixed-use zoning regulation, complete
streets ordinance, traffic calming policy, speed limits)
Environmental: new or improved sidewalks (e.g., presence or
absence), quality of installation of traffic calming devices (e.g., high, low)
Educational or Promotional: types of classes (e.g., pedestrian
safety training ) or events (e.g., pedestrian summit)

Examples of Variables
Variable Types
Quantitative (Numeric) Qualitative (Categorical, Non-Numeric)
Outcome Knowledge/ awareness/ skills: percent of city council Knowledge/ awareness/ skills: population or subpopulation
Variables members with increased knowledge of pedestrian exposure to campaign messages (e.g., exposed, unexposed)
injuries and fatalities Behaviors: walking (e.g., walking for leisure, walking for
Behaviors: walking (e.g., pedestrian counts, energy transportation), use of public transit (e.g., high, low, driving (e.g.,
expenditure), proportion of the population using public types of distracted driving, speeding)
transit, driving (e.g., percent decrease in distracted driving) Health: perceived general health status (e.g., excellent, fair, poor)
Health: pedestrian injuries, pedestrian fatalities, quality- Social: perceived safety of walking during the day or night
adjusted life years saved
Economic: per capita return on investment, cost per
quality-adjusted life year
Social: crime rates, unemployment rates, poverty rates
Contextual Political climate: polling data on public support for Political climate: changes in elected or appointed officials
Variables pedestrian safety initiative Economic climate: budget freeze
Economic climate: local revenue allocated to pedestrian Social determinants: poverty and income inequality (e.g., federal
safety improvements poverty levels), education (e.g., academic achievement), quality of
Social determinants: poverty and income inequality (e.g., housing, civic participation, social cohesion, discrimination
GINI coefficient), education (e.g., high school graduation
rate), employment (e.g., unemployment rate), language
and literacy (percent with English as second language)
Consider how your variables may align with the following categories:
Independent variables – variables related to populations or subpopulations, interventions, and contextual factors;
Dependent variables – also known as “outcome variables”; and
Confounding variables – variables related to populations or subpopulations and contextual factors.

Step 3: Organize data and ensure data quality
Good kitchen organization is necessary to ensure food is prepared safely and properly. Similarly, organizing data and ensuring data quality
are necessary precursors to data analysis.
A. Organize data
To organize your quantitativedata,thereareawiderangeofdatabasemanagementsystems–relational,network,flat,and
hierarchical – that can be customized in order to perform the following tasks relevant to your evaluation data:
•Definingdata–Creating data definitions and relationships to organize the data (e.g. participant ID link to survey responses, street
segment ID link to items from an environmental audit, city ID link to policy assessment data, county ID link to sociodemographic variables,
and latitude and longitude coordinates link to spatial data for mapping) as well as setting parameters for valid values for each variable.
• Entering data – Designing forms for inputting new data, modifying existing data, or deleting unwanted data.
• Downloading or reporting data – Developing usable formats for transferring data for further processing in data analysis applications or
sharing with different audiences.
• Administration – Registering and monitoring users, enforcing data security and privacy, monitoring system performance, maintaining
data integrity, and recovering information corrupted by an event.
To organize and properly name and store your qualitativedatarecords(e.g.,audiofiles,transcripts,consentforms,observationnotes/

rubrics),thereareafewessentialcomponents,including:
• Identifying metadata to archive records, including data collection methods (e.g., interviews, focus groups, observations), dates or times of
data collection, names of those responsible for data collection, individuals or groups of participants, and names of those responsible for
coding or reviewing the analysis.
• Centralizing and organizing records in a location with proper files names based on metadata (e.g., “<Individual or Group Name>_<Method
Type>_<Date>_<Time>”) as well as cataloging or grouping the records and documents in folders by method type.
• Creating a data tracking system to identify files ready for transcription or analysis as well as storing original records archives separate
from versions used for analysis.
B. Ensure data quality

Several steps can be taken to ensure data quality during data collection (Section 4), such as using tools with established validity and
reliability and engaging multiple people in data collection to establish inter-observer reliability.

Likewise, good data analysis involves several complementary steps to ensure data quality prior to analysis, including: using multiple data
analysts, creating a data analysis protocol, training data analysts, reviewing data validity and reliability, addressing missing information, and
addressing bias.
Using multiple coders or data analysts is particularly helpful for qualitative data analysis to reconcile differences or subjective interpretations
of the data. While multiple coders or analysts require more organization, time, and money, the resulting themes or codes are typically higher
quality, given the opportunity to discuss varying interpretations and generate consensus on the most appropriate themes or codes.
Your efforts to maximize data quality help to minimize threats to internal and external validity, and can increase confidence in the findings
from the data analysis (causal inference).
You and your partners should discuss the following data quality control procedures to ensure that the evaluation findings demonstrate
changes in the outcomes of interest attributed to the intervention as opposed to alternative explanations.
Quality Data Quality Control Procedures

Considerations
Quantitative Data Qualitative Data
Validity If data collection tools did not have established validity, Assess credibility, transferability, and confirmability of the data as
conduct an analysis of the validity of the tools used compared to similar other populations and contexts.23
(construct, content, and criterion validity).
Review each variable to ensure the values are
appropriate (i.e., no outliers).
Reliability If data collection tools did not have established Assess dependability of the data on individual circumstances.24
reliability, conduct an analysis of the reliability of the
tools used.
Missing With sufficient sample sizes, and representativeness, N/A

information or consider imputation, interpolation, or modeling
loss to follow up techniques to recapture this data.
Bias Report any potential sources of bias in sampling, data collection, or data analysis.
FOOTNOTES
23. Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
24. Adapted from: University of Albany Center for Problem-Oriented Policing. Assessing Responses to Problems: An Introductory Guide for Police Problem-Solver.
Appendix D: Summary of Evaluation Designs’ Strengths and Weaknesses. Retrieved from: http://www.popcenter.org/tools/assessing_responses/7

Quality Data Quality Control Procedures
Considerations
Quantitative Data Qualitative Data
Unintended Ensure the analysis data set is complete, including variables for population and sample characteristics and contextual
consequences conditions.
and extraneous
variables
(confounding,
modifying)
Measurement Outcome data must be collected after intervention delivery has begun.
timing Account for multiple intervention components or changes in dose of the intervention.
Measure Avoid changes in measures from baseline to follow up.

adaptation
Step 4: Agree on data analysis methods

In this step, partners should agree on the “recipes” to be used. A recipe provides the finished product, ingredients, and directions. Similarly, the
data analysis method identifies the goal/ objective, the set of variables/ themes, and the step-by-step methods for carrying out the analysis.
Your analytical methods may be used to describe, compare, or predict variables/ themes or relationships among variables/ themes
proposed in the goals, objectives, or evaluation questions.
A. Describe variables or themes

For quantitative data, there are three primary ways to describe variables, including:
• Descriptive statistics summarize the distribution of the data using measures of central tendency and spread. Measures of central
tendency include the mean, median, and mode. Measures of spread include range, variation, and standard deviation. Descriptive
statistics can be easily summarized in tables or graphs.
• Frequencies are counts of occurrences for a particular variable or theme. Frequencies may summarize several data points, or cases, at
once and are often reported as a percent. Displaying data across different variables in cross tabulations can further illustrate the data
distribution.
• Geocoded data use geographic coordinates (latitude and longitude) to spatially orient the data. These data are often shown in maps.

For qualitative data, there are two main approaches to identifying and describing themes, or coding data from qualitative sources,
including:
• Deductive data analysis involves interpretive techniques designed to extract and summarize different themes and the frequency of those
themes in a dataset (e.g., transcripts from an interview or focus group, elements of a policy identified through policy analysis) using preset
codes derived from the intervention goals and objectives or the evaluation questions.
• Inductive data analysis uses focused coding procedures to identify indigenous or emergent themes, or ideas and concepts derived from
the data; themes are inductively organized into categories, or sensitizing concepts, to create new themes or codes or to replicate existing
themes or codes.25, 26
For deductive qualitative data analysis, software applications (e.g., AtlasTI, NVivo) are frequently used by qualitative analysts to assist with
both the organization and coding of qualitative data.
B. Compare or predict variables or relationships among variables

Most data analysis methods used for comparison or prediction fall into the universe of inferential statistics.
In contrast to descriptive statistics that represent observed properties of the data, inferential statistics are used to make inferences about
population data based on observations in a sample data set and assumptions reflecting different models, parametric (continuous data) or non-
parametric (categorical data).
These models are used to assess the probability that the observations for the sample are true for the population; this is referred to as the level of
significance, p, and p < .05 is a common value that is used to identify an acceptable probability.
Simple inferential statistical analysis methods are commonly used to compare variables to one another or to compare variables by
different samples.
• Correlations (parametric) are used to determine the degree of correspondence between two variables; these analyses do not assess
causality (i.e., one variable causes the other variable to occur). Correlations are used to determine whether the correspondence between
or among variables is strong or weak and positive or negative.
FOOTNOTES
25. Patton M. Qualitative research and evaluation methods. 3rd ed. Thousand Oaks, CA: Sage; 2002.
26. Bowen G. Grounded theory and sensitizing concepts. International Journal of Qualitative Methods 2006;5(3).

• T-tests (parametric) or Chi-Square Analyses (non-parametric) are used to determine whether there is a significant different between two
groups on a specified variable. T-tests compare the means of the two groups and Chi-Square Analyses compare proportions for the two
groups.
More complex comparisons examine relationships between independent and dependent variables.
Again, dependent variables typically reflect the outputs as well as short-term, intermediate, and long-term outcomes from the logic model.
And, independent variables represent all the other factors (i.e., populations and samples, intervention, contextual conditions) that may explain
any changes in the dependent variables over time.
• Analysis of Variance (ANOVA; parametric) assesses relationships of independent variables to dependent variables by examining
differences in means among populations or evaluation samples or subsamples (e.g., higher or lower income groups, exposed or
unexposed to pedestrian safety campaign messages, residents living in a mixed-use versus traditional development, pre- versus post-
intervention). Relationships of multiple independent (e.g., two-way ANOVA) or dependent variables (Multiple Analysis of Variance,
MANOVA) can also be assessed through this analysis method.
Simple and complex analysis methods are also designed to predict relationships among variables or to incorporate mixed-methods
analysis, or triangulation, reflecting a range of different data sources.
• Regression analysis is used to determine whether one variable (predictor) can be used to predict the outcome of another variable
(criterion). The output from a regression analysis identifies statistically significant predictors of the criterion as well as the amount of
variation in the criterion that is explained by the set of predictors.
• Health impact assessment (HIA) is a process to evaluate the potential health effects of a plan, project, or policy before it is built or
implemented; the major steps include screening, scoping, assessment, recommendations, reporting, and monitoring and evaluation.27
• Spatial Analysis uses geometric (points, lines, shapes) and geographic (latitude and longitude coordinates) data to analyze variables and
their connection to places.
FOOTNOTES
27. https://www.cdc.gov/healthyplaces/hia.htm

• Model building is used to go beyond simple comparisons and predictions with a small set of variables to examine complex relationships
among a large set of variables. Some prominent analytical methods include:
• Hierarchical linear modeling is designed to work with nested data (e.g., analyzing people within organizations within communities).
• Structural equation modeling identifies direct and indirect pathways among independent and dependent variables and tests these
relationships as well as the fit of the entire model of paths and relationships.
• Economic modeling includes cost-effectiveness analysis, cost-benefit analysis, and cost utility analysis.
• Systems modeling includes Markov decision-choice models, agent-based models, system dynamics models, and theoretical
mathematical models.Step 5: Interpret results
Step 5: Interpret results

Near the end of your food preparation steps, you will also pay attention to cues that your snack or meal is ready to serve (e.g., whether the
food has had sufficient time to cook or bake). Similarly, you will want to review and compare your analysis results to standards in the field
as part of interpreting your findings.
A. Review your data to identify patterns

Patterns in your data may be related to observed relationships among independent and dependent variables, trends for different
subpopulations within the overall population, or extraneous variables that alter anticipated relationships of independent and dependent
variables.
B. Refer to indicators and standards

As noted in previous sections, indicators are used to quantify and compare data across settings and populations.
Tools & Resources
The Good Indicators Guide: Understanding how to use and choose indicators
Provides general guidance on indicators.
References to available national, state, or local standards allows you and your partners to reflect on an evidence base for assessing your
intervention’s progress toward achieving the goals and objectives (i.e., exceeded standards, met standards, did not change, or changed in the
wrong direction).

Several national and international standards are available to guide this process; some already depict numeric indicators and
current standards:
• Healthy People 2020 Leading Health Indicators for Injury and Violence, https://www.healthypeople.gov/sites/default/files/HP2020_LHI_
Injury_Viol.pdf
• National Association of County and City Health Officials and Safe States Alliance, https://c.ymcdn.com/sites/safestates.site-ym.com/
resource/resmgr/imported/FINAL%20LHD%20IVP%20Standards%20and%20Indicators_071211.pdf)
• Smart Growth America’s “Dangerous by Design” - https://smartgrowthamerica.org/dangerous-by-design/
Others provide descriptions or recommendations for indicators and standards:

• Centers for Disease Control and Prevention, https://www.thecommunityguide.org/ and http://www.cdc.gov/mmwr/preview/mmwrhtml/
su6004a13.htm
• American Public Health Association, https://www.apha.org/~/media/files/pdf/topics/injury_and_violence_prevention_policy_lessons_from_
the_field.ashx
• Association of State and Territorial Health Officials and Safe States Alliance, http://www.astho.org/programs/prevention/injury-and-
violence-prevention/
• Robert Wood Johnson Foundation’s Public Health Law Research, http://publichealthlawresearch.org/topic/injury-and-violence-prevention
• World Health Organization, http://www.who.int/violence_injury_prevention/publications/39919_oms_br_2.pdf.
Your indicators and standards are used to judge and communicate intervention success. For instance, if the intervention exceeded or
met the standards, these findings can be used to advocate for long-term investment of personnel time and other resources into the
intervention to increase its sustainability.

Placeyourfindingsinatabletoconnectindicatorsandstandardsfromthefieldtoyourfindingsandjudgetheeffectivenessofyour
intervention.Thesejudgmentswillinformthecontentforyourdisseminationefforts.
Intervention Goal/ Outcomes Evaluation Data Source/ Data Indicator/ Analysis Results
Objective (Logic Model) Question(s) Collection Method Standard(s)
1.
2.
3.

Step 6: Create a data analysis plan
Your data analysis plan is your “cookbook,” combining all of the recipes that your partners will use to address your evaluation purpose
(Section 1) and questions (Section III).
Your data analysis plan should also incorporate your variables, data quality control procedures, and partners’ responsibilities and
timelines.
You may consider organizing your plan according to the goals and objectives of the intervention (Section 2) and/or the related evaluation
questions (Section 3).
Here is an example outline for your data analysis plan:

Goal 1
Objective 1
" Evaluation question, design, and populations/samples
" Variables, data sources, and data collection methods
" Analysis method
" Indicators and standards from the field
" Analysis results
" Tasks, responsibilities, due dates
Goal 1
Objective 2
" Evaluation question, design, and populations/samples
" Variables, data sources, and data collection methods
" Analysis method
" Indicators and standards from the field
" Analysis results
" Tasks, responsibilities, due dates

SECTION 6: REPORTING AND DISSEMINATION
This section provides steps to report and disseminate evaluation findings to
various audiences and consider how they will use the evaluation findings when determining the
appropriate communication product and dissemination method.
Step 1: Identify audiences and develop a dissemination plan

Early in the evaluation planning process, it is important to identify the audiences and key partners that
will be interested in the evaluation results. Identifying both the internal and external audiences will inform
the reporting styles, messages, and format for sharing the key evaluation findings. Internal audiences can include
internal agency partners, intervention implementers, or community members. External audiences can include
political decision makers, funders, or advocacy groups. It is important to understand how your audiences prefer to
receive evaluation findings so that you can deliver them in formats that are engaging, comprehensible, and digestible.
A well-written dissemination plan should outline specific strategies used to communicate pedestrian safety evaluation findings to various
stakeholder groups. It is important to map out how you and your evaluation partners plan to share your findings to ensure you’re sending
information to the appropriate audience in their preferred format. Below is a summary of the dissemination plan components.
• Audience: Who is going to receive evaluation report?
• Product: What kinds of information will be presented
Tip for Success
See Step 2: Selecting reporting styles to share evaluation findings
• Delivery: How will the information will be delivered (e.g., print, electronic, verbal, visual-aids?
• Key Messages: What are the main highlights that you plan to present and how should the messages be framed?
• Release Date: When will this information be disseminated?
• Person Responsible: Who is responsible for developing and releasing this information
• Follow-up Activities: Notes for yourself that tracks the progress of each report being disseminated
• Budget: How much will it cost to implement the dissemination plan?
Evaluation Guide for Pedestrian Safety Section 6: Reporting and Dissemination | 79

Step 2: Select key messages for specific purposes
Now that you know how you are going to disseminate your evaluation findings, it’s time to identify how to select and frame key evaluation
findings for different audiences and purposes. This section will help you identify specific evaluation findings that can help you and your
evaluation partners to:
• Obtain funding and resources
• Discuss impacts of specific policies and practices
• Conduct continuous quality improvement to enhance the implementation of a program,
policy, or system
• Reach new populations
• Overcome barriers or resistance to the intervention
• Increase intervention effectiveness
• Inform intervention sustainability
Step 3: Select communication methods and create evaluation

products
Onceyouandyourevaluationteamhaveidentifiedkeyaudienceswithwhomyoucansharethe
evaluationfindings,nextstepsinclude:
• Selecting communication methods and reporting styles to share evaluation findings;
• Presenting your evaluation findings effectively: data visualization techniques; and
• Framing evaluation findings and developing recommendations for next steps.
Selecting reporting styles to share evaluation findings

There are many types of reporting styles and approaches that you and your evaluation partners can use to share your evaluation findings.
Ultimately, they depend on your audience. The following section will describe five common types of evaluation reports.
Traditional/comprehensive reports
Traditional reports tend to be formal and comprehensive in nature and should follow the standard format of reporting in your agency. The
document provides a detailed summary of the evaluation goals and objectives, methodology, and findings, and is illustrated with facts and
figures to showcase the data. Oftentimes these reports are used to reference the historical context, disseminate information across the
agency, and add knowledge to reporting systems and future programming efforts. Although these reports are valuable to an organization
for the reasons listed above, it can take a lot of effort and resources to complete the report, which can be costly.

Executive Summaries
An executive summary is an abbreviated version of a traditional report, meaning it summarize the same sections found in the
comprehensive report. Often, executive summaries are written after the full report is completed and excerpts copied and pasted in from
the larger report and restricted to create the condensed report. More information about executive summaries is discussed later in the
section.
Issue Briefs and Fact sheets

Issue briefs and facts sheets are short, written documents that state the issue at hand, outline recommended action steps, and provide
supplemental information to support findings and recommendations. Issue briefs are usually one to two pages and include a list of
references and contact information for the author. Issue briefs and fact sheets can be useful when trying to enlist support from elected
officials or other decision-makers.
Presentations to Program Leadership and Stakeholders

Often, you will have a specific audience including upper-level leadership that is interested in the results of your evaluation. Because
traditional reports can be overwhelming to read and upper management will not have time to digest all of the information in a
dense report, you will need to translate your written evaluation report into a short and concise presentation. Remember, all of the
information in the report is relevant, however, the purpose of the presentation is to showcase the high-level issues, actions, findings, and
recommendations for next steps.
Website Posts
Posting evaluation findings on a credible website is an excellent way of communicating information to a large audience. You can upload all
reports online and create interactive visuals to display data. Potential postings include:
• Evaluation reports
• Video presentation
• PowerPoint Presentations
• Newsletter and brochures
• Meeting schedules and agenda
• Press releases and other forms of media
Data Dashboards
Data dashboards is an online or computer desktop tool that is used for visualizing real-time or archived data to external or internal
partners. The goal of the data dashboard is to create an interactive interface where the user can create customized data reports to meet
their specific needs.

Presenting your evaluation findings effectively: Data visualization techniques
Data visualization is a technique that is used to enhance the quality of evaluation reports and communicates data/information using
engaging images that resonate with the audience. It is important to display your data and complement your text with visual and graphic
depictions of your findings. This section of the guide provides you with examples of how to display evaluation findings using the different
data visualization techniques such as:
• Performance charts: to compare current data points with targets
• Line graphs: correlations, time-series
• Comparisons
• Qualitative: word clouds, call out boxes, meaningful quotations
• Pedestrian safety infographics
Performance Charts
Bar Chart Pie Chart
Shows frequency by category visually instead of using numbers; Shows relative frequency by category visually instead of using
bar charts are great for comparing the relative frequency of numbers; pie charts are great for showing importance of each
different categories category relative to the whole

Histogram Time Series
A bar chart for grouped numerical data in which the frequencies or These trends may also appear for two variables, but the horizontal
percentages if each group are representative as individual vertical variable must be a measurement of time. Time series graphics and
bars; histograms are great for showing multiple variables on one analyses are great for illustrating historical trends and predicting
chart future values and trends over time.
Line Graphs
Line Graph Scatter Plot

Line graphs are used often to show trends over time. Shows the actual data as individual (ungrouped) data points for two
variables. Scatter plots are used in analysis to draw the best fit line
and to show detail of data distribution, spread, and trend.

Comparisons Qualitative Data
In an evaluation, it is always a good idea to show comparison data Since qualitative data focus on themes and categories rather than
to demonstrate change before and after the intervention was numbers, graphs, tables, and charts are not a good method to
implemented. It is also helpful for presenting differences between display this type of data. Instead, use the following:
two variables. • Word clouds: An image of a group of words relevant to the
evaluation findings. The size of the word demonstrates the
Comparisons over time can be represented using an interrupted frequency of its representation in the dataset. There are
time series graph. In these graphs, data can be trended and many free resources available online that can help you with
compared to illustrate changes that have occurred in a population visualization for qualitative data.
over multiple months or years after an intervention takes place
• Call out boxes: A graphic element designed to highlight small
(e.g., after a policy is adopted).
portions of information.
There are a number of ways to show comparison data. All you have • Quotations: Identifying good quotations from interviews or
to do is select a data visualization method of your choice and put focus groups to emphasize key points is a good way to validate
old and new data side by side to compare. and communicate your evaluation findings. Find quotes that are
insightful, direct, and explanatory by nature.
• Stories: In a full report, one or more short stories can be very
helpful. These often resonate with policy makers. Include photos.

Infographics
Infographics are a visual representation of information, data,
or knowledge displayed in an easy-to-read format. Infographic
presents vital information in an attractive and digestible design to
educate the reader on the evaluation findings. Tips for developing
infographics?
NY PSAP- Vision Zero: Year Three Report

Framing evaluation findings and developing recommendations for next steps
Given that evaluation is about improvement, creating recommended next steps is often an important way to start using evaluation
findings. Framing is an important consideration in considering audiences for dissemination. Individuals can interpret the same data in
different ways depending on the mental model through which they perceive information. It is often good practice to first share preliminary
evaluation findings and a draft version of recommendations with program implementers and partners to ensure that the findings are
presented in the proper context and recommendations are infused with their valuable feedback. Engaging evaluation partners in the
framing of evaluation findings and development of recommendations: increases the credibility of the evaluation findings; ensures
recommendations are feasible and realistic to implement; and enhances buy-in and likelihood that recommendations will be implemented.
Step 4: Monitor Dissemination Efforts

Keeping track of dissemination efforts and estimating the number of individuals or groups that are reached is important to determine if
the right people are receiving the accurate and timely information to make decisions and/or programmatic improvements.
A Dissemination Tracking Table can help you to identify the number of individuals that have received a report of your evaluation results
and can help you track any next steps or actions that are identified based on the evaluation findings. Monitoring this information can
potentially be difficult to maintain, however, tracking this information will help you identify which dissemination methods are most
successful.
Audience Product Delivery Key Messages Release Date Responsibility Follow-Up

Glossary
Term Definition
Achievable Objective An achievable objective is feasible and considers the availability of resources, the scope of the intervention,
and is attainable within a bounded timeframe.
Activities Found in a logic model, activities describe specific events that are planned to achieve the goals and objectives
outlined in the intervention. Activities should be tightly linked to the resources that support the
implementation of the proposed strategy, as well as, connected to the intended outcome the activity will
achieve.
Analysis Plan A roadmap for how you plan to organize and assess the data to make sense of the information and identify
final conclusions to answer the evaluation question.
Asset mapping Techniques for identifying community resources, such as people, places, services, or other goods (Community
Tool Box, http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-
resources/identify-community-assets/main).
Assumption Hypotheses about factors or risks which could affect the progress or success of an intervention or
hypothesized conditions that bear on the validity of the evaluation; assumptions are made explicity in theory-
based evaluation. (Development Assistance Committee. (2002). Glossary of key terms in evalaution and
results-based management. Paris, France: OECD.)
Attribution Attribution involves drawing causal links and explanatory conclusions
between observed changes and specific interventions. (Iverson, A 2003, Attribution and aid evaluation in
international development: a literature review, prepared for CIDA Evaluation Unit, International
Development Research Centre, May.)
Additional resources:
DeGroff A, Schooley M, Chapel T, & Poister TH. (2010). Challenges and strategies in applying performance
measurement to federal health programs. Evlauation and Program Planning, 33, 365-372.
Patton MQ. (2008). Utilization-Focused Evaluation Methods.(4th ed.). Thousand Oaks, CA:Sage Publications,
Inc.
Patton MQ. (2008). Qualitative Research & Evaluation Methods.(3rd ed.). Thousand Oaks, CA:Sage
Publications, Inc.
W.K.Kellogg Foundation. Knowledge Center. Retrieved from: https://www.wkkf.org/resource-
directory/resource/2010/w-k-kellogg-foundation-evaluation-handbook
Audience Refers to whom or what organization intended to receive information (e.g. intervention, evaluation report,
executive summary, etc.) from the evaluation.
Bias The extent to which a measurement, sampling, or analytic method systematically underestimates or
overestimates the true value of an attribute. (US Environmental Protection Agency. (2007). Program
Evaluation Glossary. Office of the Administrator/ Office of Policy/ Office of Strategic Environmental
Management/ Evaluation Support Division.)
Capacity The ability of community members to make a difference over time and across different issues.
(http://ctb.ku.edu/en/table-of-contents/overview/model-for-community-change-and-improvement/building-
capacity/main)
Capacity-Building The intentional, coordinated and mission-driven efforts aimed at strengthening the management and
governance of public health agencies to improve their performance and impact (Brownson, EBPH).
Case Studies An in-depth study of a documented event aimed to narrow down a board topic and offer a real-world
application of a specific concept or theme.
Categorical data Measures that place data into a limited number of groups or categories. (US Environmental Protection
Agency. (2007). Program Evaluation Glossary. Office of the Administrator/ Office of Policy/ Office of Strategic
Environmental Management/ Evaluation Support Division.)
Causal inference Judgment about the relationship of causes to the effects they produce; a cause is termed “necessary” when it
(causality) always precedes an effect even if it is not the sole cause or the effect is not the sole result; a cause is termed
“sufficient” when it inevitably initiates or produces an effect; any given causal factor may be necessary,
sufficient, neither, or both (Brownson, EBPH).
Coalition Group of individuals and/or organizations that join together for a common purpose (Brownson, EBPH).
Confounding An error that distorts the estimated effect of an exposure on an outcome, caused by the presence of an
extraneous factor associated with both the exposure and the outcome (Brownson, EBPH).
Contextual factors Indicators associated with the surroundings within which a health issue occurs, including assessment of the
social, cultural, economic, political, and physical environment (Brownson, EBPH).
Continuous data Quantitative data with an infinite number of attributes. (US Environmental Protection Agency. (2007).
Program Evaluation Glossary. Office of the Administrator/ Office of Policy/ Office of Strategic Environmental
Continuous quality An approach to quality management that emphasizes the importance of maintenance and sustainability of
improvement the quality improvement intervention.
Contribution (analysis) An approach for assessing causal questions and inferring causality in real-life program evaluations. It offers a
step-by-step approach designed to help arrive at conclusions about the contribution a program has made (or
is currently making) to particular outcomes. This approach is designed to reduce uncertainty about the
contribution the intervention is making to the observed results through an increased understanding of why
the observed results have occurred (or not!) and the roles played by the intervention and other internal and
external factors.
Additional resources:
“Contribution Analysis” (Better Evaluation):
http://www.betterevaluation.org/en/plan/approach/contribution_analysis
“Contribution Analysis: A new approach to evaluation in international development” (USAID Learning Lab):
http://mail.usaidlearninglab.org/sites/default/files/resource/files/mod17_ausaid_fiji_case_article.pdf
Countermeasure A measure or action taken against an unwanted action or situation.
Cross-tabulation A type of table in a matrix format that displays the (multivariate) frequency distribution of the variables; the
tables provide a basic picture of the interrelation between two variables and can help find interactions
between them. (Gokhale, D. V.; Kullback, Solomon (1978). The Information in Contingency Tables. Marcel
Dekker.)
Data Collection Matrix A two-dimensional table that serves as a planning tool to map out anything related to how the data will be
captured and analyzed. A basic data collection matrix contains (7) elements: evaluation question, indicators,
data source, data collection method, responsible party, timing, and analysis plan.
Data Collection Method The method at which the data will be captured. This includes, but not limited to, surveys, focus groups,
interviews, observations, etc.
Data Source Identifies from whom or what agency the data will come from for the evaluation.
Data Visualization Data visualization is a technique that is used to enhance the quality of evaluation reports and communicates
data/information using engaging images that resonate with the audience
Deductive reasoning A reasoning process in which multiple, general premises are assumed to be true and are then combined to
generate a specific conclusion.
Delivery Refers to how the method in which results of the evaluation will be disseminated to an external audience.
Delphi method Originally developed at the RAND Corporation, an iterative circulation of questions and responses that are
progressively refined in light of responses to each round of questions by a group of experts (preferably,
participants’ identities should not be revealed to each other); the aim is to reduce the number of viable
options or solutions, perhaps to arrive at a consensus judgment on an issue or problem, or a set of issues or
problems, without allowing anyone to dominate the process (Brownson, EBPH).
Dependent variable Whatever behavior or outcome you are trying to change (e.g., program, intervention) as a result of the
presence of the independent variable(s). If you are evaluating a number of different methods or conditions,
each method is an independent variable. These variables are called "dependent" because changes in these
variables depend on the action of the independent variable (or something else).
Adapted from http://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-community-
interventions/experimental-design/main
Dissemination Process of communicating either the procedures or the lessons learned from a study or program evaluation
to relevant audiences in a timely, unbiased, and consistent fashion (Brownson, EBPH).
Dissemination Plan A roadmap of how you plan to share your evaluation findings internally and externally.
Distal or long-term Changes associated with an intervention’s goals, often measured in terms of morbidity, mortality, quality of
outcome life, or related changes (Brownson, EBPH).
Distal Outcomes Outcomes that are expected to occur long after implementing the intervention. Related to Long-term
outcomes.
Document Analysis A form of research that systematically reviews a document, policy brief, public record, etc. and then
interprets the data to measure the impact of the file.
Downstream Interventions and strategies focus on providing equitable access to care and services to mitigate the negative
intervention strategies impacts of disadvantage on health. http://nccdh.ca/glossary/entry/upstream-downstream
Ecological framework Model relating individual, interpersonal, organizational, community (including social and economic factors),
and health policy factors to individual behavior change and their direct effect on health (Brownson, EBPH).
Education Programs aimed at achieving changes in motorist and pedestrian behavior or attitude. Education efforts can
also improve the ability of drivers and pedestrians to use and respond to the roadway environment safely
and correctly.
Emergency Services Emergency response services and programs designed to manage pedestrian injuries after a crash occurred.
Encouragement Programs and efforts aimed to promote walking and engage the public in pedestrian safety programs.
Enforcement Law enforcement agency efforts to promote compliance with laws, ordinances, and regulations related to
pedestrian safety. To teach motorists and pedestrians about safe driving and crossing practices.
Engineering Modification to the roadway environment and improve the existing transportation infrastructure and factor
in safety when designing new transportation infrastructure. Traffic engineers use road safety audits, street
redesign and the use of engineering countermeasures to improve pedestrian safety.
Environmental Factors External elements in the environment that may have an influence on risk and protective factors for your
target population (i.e., the structure of a road, design of a crosswalk, etc.).
Evaluation Assessment of the effectiveness of a pedestrian program by involving procedures that are useful, feasible,
ethical, and accurate.
Evaluation design The types and sequencing of data collection methods and intervention approaches used to evaluate a policy
or program, including experimental, quasi-experimental, and non-experimental studies (Brownson, EBPH).
Evaluation Plan A plan and process that attempts to systematically and objectively determine the relevance, effectiveness,
and impact of activities in the light of their objectives (Brownson, EBPH).
Evaluation Question A high-level question aimed to understand the value, impact, and significance of the intervention. A well-
written evaluation question will serve as the guiding framework for your evaluation design and identify will
what you want to understand about the intervention.
Executive Summary An executive summary is an abbreviated version of a traditional report, meaning it summarize the same
sections found in the comprehensive report. Often, executive summaries are written after the full report is
completed and excerpts copied and pasted in from the larger report and restricted to create the condensed
report.
Experimental study Evaluation in which the investigators have full control over the allocation and/or timing of intervention
design delivery and evaluation observations; the ability to allocate individuals or groups to intervention or control
conditions randomly is a common requirement of an experimental study (Brownson, EBPH).
Exposure The state of being exposed to a specific agent or concept.
External environment Factors over which you have little or no control may
affect your program’s outcomes. These external factors – such as the political and economic circumstances or
social influences — can help or hinder an intervention's success. In a logic model, elements of the external
environment may also be referred to as "external factors" or "surrounding circumstances." (Innovation
Network)
External validity Evaluation is externally valid, or generalizable, if it can produce unbiased inferences regarding a target
population (beyond the subjects in the study); this aspect of validity is only meaningful with regard to a
specified external target population (Brownson, EBPH).
Focus Group An interactive discussion between a homogenous sample of six to eight individuals. Focus groups are usually
facilitated by a trained moderator who focuses on a specific set of topics to capture social trends and group
perspectives.
Focus Groups An interactive discussion between a homogenous sample of six to eight individuals. Focus groups are usually
facilitated by a trained moderator who focuses on a specific set of topics to capture social trends and group
perspectives.
Follow-up Activities A section on the dissemination plan that allows you to take notes and track the progress of each report being
disseminated.
Formative evaluation Type of evaluation conducted in the early stages of an intervention to determine whether an element of a
program or policy (e.g., materials, messages) is feasible, appropriate, and meaningful for the target
population (Brownson, EBPH).
Frequency The count of cases corresponding to the attibutes of an observed variable. (US Environmental Protection
Agency. (2007). Program Evaluation Glossary. Office of the Administrator/ Office of Policy/ Office of Strategic
Environmental Management/ Evaluation Support Division.)
Goal Long-term outcomes partners hope to achieve.
Governance The structures, processes, rules and traditions through which decision-making power that determines actions
is exercised, and so accountabilities are manifested and actualized (Zadek & Radovich, 2006
https://www.hks.harvard.edu/m-rcbg/CSRI/publications/workingpaper_23_zadek_radovich.pdf)
Health disparities Differences in the incidence and prevalence of health conditions and health status between groups, based on
race/ethnicity, socioeconomic status, sexual orientation, gender, disability status, geographic location, or
some combination of these.
Health equity The opportunity for everyone to attain his or her full health potential; no one is disadvantaged from
achieving this potential because of his or her social position or other socially determined circumstance
(Whitehead M. et al).
Health inequities Systematic and unjust distribution of social, economic, and environmental conditions needed for health
(Whitehead M. et al).
Impact evaluation Assessment of whether intermediate objectives of an intervention have been achieved. Indicators may
include changes in knowledge, attitudes, behavior, or risk-factor prevalence (Brownson, EBPH).
Implementation fidelity The degree of fit between the developer-defined elements of an intervention and its actual implementation
in a given organization or community setting. (Backer, T.E. (2001). Finding the balance: Program fidelity and
adaptation in substance abuse prevention. Rockville, MD: SAMHSA.)
Independent variable The variable (e.g., program, methods, conditions) that the evaluator wants to evaluate. They are called
variables because they can change. They are independent because their existence does not depend on
whether something else occurs: you choose them, and they stay consistent throughout the evaluation
period.
Adapted from http://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-community-
interventions/experimental-design/main
Indicator An indicator is a measure used to express the behavior of a system or part of a system, including the
following characteristics: performance measurement, progress toward goals or objectives, evidence of
results achieved, uniform measurement for comparison, and modifiable over time (Flowers J., 2005; Brizius &
Campbell, 1991).
Indicators Specific qualitative and quantitative data points that are used to operationalize the outcomes or activities of
the intervention. It is recommended to have more than one indicator for each outcome or activity being
evaluated.
Inductive reasoning A logical process in which multiple, specific premises are assumed to be true and are then combined to
generate a generalized conclusion.
Inferential statistics Statistical analysis using models to confirm relationships among variables of interest or to generalize findings
to an overall population (www.cdc.gov/eval/guide/glossary/index.htm).
Inputs Resources and processes that support the intervention design, planning, and implementation efforts. An
example of inputs that are resources includes staff, target audience, money, space, time, partnership
meetings, and technology.
Intermediate An intermediate outcome is identified shortly after the intervention has ended. Evaluators will be able to
observe some type of change in behavior or norms, which may take some time to see. Intermediate
outcomes tend to measure change 3 to 6 months after a participant has completed the intervention.
Intermediate Objectives An intermediate outcome is identified shortly after the intervention has ended. Evaluators will be able to
observe some type of change in behavior or norms, which may take some time to see. Intermediate
outcomes tend to measure change 3 to 6 months after a participant has completed the intervention.
Intermediate outcome Changes associated with an intervention’s objectives, often measured in terms of knowledge, attitude, or
behavior changes (Brownson, EBPH).
Internal validity Degree to which the causal inference drawn from a study is warranted when account is taken of the study
methods, the representativeness of the study sample, and the nature of the population from which it is
drawn; index and comparison groups are selected and compared in such a manner that the observed
differences between them on the dependent variables under study may, apart from sampling error, be
attributed only to the hypothesized effect under investigation (Brownson, EBPH).
Issue briefs/Fact sheets Written document that states the issue at hand, outlines recommended action steps, and that provides
supplemental information to support findings and recommendations. Issue briefs are usually one to two
pages and it includes a list of references and the contact information of the author.
Key Informant Interviews A semi-structured, one-on-one conversation designed to gain insight on a given topic. The interviewer will
guide the interviewee through a discussion of their own life experience, perspectives, and opinions to further
understand or create new knowledge about a specific subject
Key Messages Major takeaway points from your evaluation findings that should be disseminated to those invested in the
outcomes of the intervention.
Logic Model A framework used to depict how the interventions are supposed to function and the theory in which it will
work. Logic models can include process and outcomes elements, similar to creating SMART objectives. The
process component of the model will describe what is needed in the planning phase of the intervention (e.g.,
resources, program events or strategies, deliverables/ products from the activities). Whereas the outcome
elements in a logic model demonstrate the intended effect or goal with respect to a given time period.
Long-Term Long-term outcomes will depict the ultimate goal of the intervention. These outcomes have shown to be
sustainable within the priority population and are often measured 6 months to a year after the intervention
has been completed.
Long-Term Objectives Long-term outcomes will depict the ultimate goal of the intervention. These outcomes have shown to be
sustainable within the priority population and are often measured 6 months to a year after the intervention
has been completed.
Mean A measure of central tendency, the arithmetic average; a statistic used primarily with interval-ratio variables
following symmetrical distributions. (US Environmental Protection Agency. (2007). Program Evaluation
Glossary. Office of the Administrator/ Office of Policy/ Office of Strategic Environmental Management/
Evaluation Support Division.)
Measurable Objective A measurable objective requires a quantifiable activity that resulted in the desired change. It implies that
baseline data is required so that result can reflect the positive and/or negative impact of the proposed
intervention.
Median A measure of central tendency, the value of the case marking the midpoint of an ordered list of values of all
cases; a statistic used primarily with ordinal variables and asymmetrically distributed interval-ratio variables.
(US Environmental Protection Agency. (2007). Program Evaluation Glossary. Office of the Administrator/
Office of Policy/ Office of Strategic Environmental Management/ Evaluation Support Division.)
Mission A statement that captures the enduring focus of your partnership — why your partnership exists and what
needs it fulfills in your community (National Institutes of Health, 2002).
Mixed method An evaluation approach in which researchers collect, analyze, and integrate both quantitative and qualitative
data in a single study to address evaluation questions.
Mode A measure of central tendency, the value of a variable that occurs most frequently; a statistic used primarily
with nominal variables. (US Environmental Protection Agency. (2007). Program Evaluation Glossary. Office of
the Administrator/ Office of Policy/ Office of Strategic Environmental Management/ Evaluation Support
Division.)
Morbidity Any departure, subjective or objective, from a state of physiological or psychological well-being. In practice,
morbidity describes instances of disease, illness, injury, and disability.
Mortality A measure of the occurrence of deaths or fatalities in a defined population.
Needs assessment Systematic procedure that makes use of epidemiologic, sociodemographic, and qualitative methods to
determine the nature and extent of health problems, experienced by a specified population, and their
environmental, social, economic, and behavioral determinants (Brownson, EBPH).
New Urbanist Promotes the creation and restoration of diverse, walkable, compact, vibrant, mixed-use communities
composed of the same components as conventional development, but assembled in a more integrated
fashion, in the form of complete communities. These contain housing, work places, shops, entertainment,
schools, parks, and civic facilities essential to the daily lives of the residents, all within easy walking distance
of each other.
(http://www.newurbanism.org/newurbanism.html)
Nominal group Structured, small-group process designed to achieve consensus; individuals respond to questions and
technique prioritize ideas as they are presented (Brownson, EBPH).
Non-parametric Mathematical procedures for statistical hypothesis testing which, unlike parametric statistics, make no
statistics assumptions about the probability distributions of the variables being assessed. (Corder, G. W.; Foreman, D.
I. (2014). Nonparametric Statistics: A Step-by-Step Approach. Wiley.)
Objective Concise time- and action- specific, measurable statements that describe how a goal will be reached.
Observations A research method aimed to systematically observe and record interactions, events, locations, etc. between
individuals and their environment in a natural state. Observations allow evaluators to describe and
understand people’s behavior in context.
Observations A research method aimed to systematically observe and record interactions, events, locations, etc. between
individuals and their environment in a natural state. Observations provide allow evaluators to describe and
understand people’s behavior in context.
Outcome evaluation Long-term measure of effects such as changes in morbidity, mortality, and/or quality of life (Brownson,
EBPH).
Outcome Objective Measures the intended effect of the program on the target population or at the end of the intervention.
With a major focus on the intended audience, outcome objectives will determine the success of the
intervention. Outcome objectives can be divided into three periods: Short-, Intermediate-, and Long-term.
Outputs Found in a logic model, an output describes the tangible items or experiences an individual will encounter if
they participated in the intervention at hand.
Parametric statistics Data comes from a population that follows a probability distribution based on a fixed set of parameters.
(Geisser, S.; Johnson, W.M. (2006) Modes of Parametric Statistical Inference, John Wiley & Sons.)
Participatory Collaborative, community-based research method, designed to actively involve community members in
approaches research and intervention projects (Brownson, EBPH).
Pedestrian Any person on foot, walking, running, jogging, hiking, standing, sitting, lying down, or in a manually or
mechanically propelled wheelchair (but not riding in or on a motor vehicle, railway train, streetcar,
pedalcycle , animal, animal-drawn vehicle, or other vehicle) on a public road, in the public right of way, or in a
parking lot. (homepage)
Pedestrian Counts A method used to collect pedestrian data in specific communities or local areas.
Pedestrian injury When a pedestrian sustains bodily harm in an unintentional motor vehicle traffic crash with one or more
vehicles or pedalcycles. (homepage)
Pedestrian safety An aspect of walkability that deals with the level of risk to pedestrians when attempting to walk along or
across the network of roads in a community. (homepage)
Pedestrian Safety Action A plan developed by community stakeholders intended to improve pedestrian safety in the community.
Plans
Pedestrian Safety Coordinated efforts designed to improve pedestrian safety by informing a defined population about a specific
Education Campaign and pedestrian safety issue(s) targeting knowledge, attitudes, awareness, beliefs, behaviors, and/ or social norms
Promotions related to pedestrian safety. These efforts can vary in complexity depending upon a variety of factors, such as
duration, resources, and message.
(adapted) http://www.cdpr.ca.gov/docs/specproj/h2o/workbook/section1/page5.html
Pedestrian safety A pedestrian safety intervention aimed to improve awareness, education, and behaviors of drivers and
education campaigns pedestrians in the community.
and promotions
Pedestrian Safety Activities outlined by a local or state Pedestrian Safety Action Plans or Pedestrian Safety Educational
Intervention Campaigns and Promotions aimed to improve pedestrian safety.
Pedestrian volume The number of pedestrians that occupy a given space
Personal factors Internal elements that have an influence on risk and protective factors for an individual (e.g., education
status, awareness of laws, behaviors etc.)
Population of interest Group of people with diverse characteristics who are linked by geographical location or setting, social ties,
common perspectives, and/ or joint actions (Brownson, EBPH).
Primary Data Refers to data that were collected for your own evaluation, meaning data is collected directly from the
source.
Process evaluation Analysis of inputs and implementation experiences to track changes as a result of a program or policy. This
occurs at the earliest stages of public health intervention and often is helpful in determining midcourse
corrections (Brownson, EBPH).
Process Objective Measures activities that are necessary to deliver the program effectively and efficiently. Process objectives
tend to be short-term outcomes by nature and generally evaluates the operational components of
implementing an intervention.
Product Refers to the type of information that will be presented in the evaluation report and how it will be presented.
Protective Factors Any characteristics of an individual that decreases the likelihood of an adverse event or experiences that may
threaten an individual's morbidity, mortality, and quality of life status.
Proximal outcomes Outcomes that are expected to occur soon after implementing the intervention. Related to short-term and
intermediate outcomes.
Qualitative data descriptive, non-numerical data that approximates or characterizes – but does not measure – the attributes,
characteristics, and properties of a thing or phenomenon.
Qualitative Data Used to examine people’s experiences in detail using a specific set of techniques and tools to guide a
participant through a discussion or some form of analysis.
Quantitative data numerical data that can be counted (or quantified), verified, and statistically analyzed
Quantitative Data Numerical data points that can be counted or quantified. The process of collecting and analyzing the
quantitative data is intended to uncover numerical patterns and trends. Quantitative data collection tools
(i.e. surveys) are designed with the aim to place data into categories or ranked order.
Quasi-experimental Evaluation in which the investigators lack full control over the allocation and/or timing of intervention
study design delivery and evaluation observations, but conduct the study as if it were an experiment, allocating subjects to
groups; the inability to allocate individuals or groups to intervention or control conditions randomly is a
common situation that may be best studied as a quasi-experiment (Brownson, EBPH).
Range A measure of spread which gives the distance between the lowest and the highest values in a distribution; a
statistic used primarily with interval-ratio variables. (US Environmental Protection Agency. (2007). Program
Evaluation Glossary. Office of the Administrator/ Office of Policy/ Office of Strategic Environmental
Readiness An organization's or program’s ability to successfully implement
an evaluation project or framework. Evaluation readiness has multiple components, including leadership
support for evaluation, organizational culture in support of learning and improvement, evaluation skills and
expertise, and resources. http://www.pointk.org/client_docs/tear_sheet_core-innovation_network.pdf
RE-AIM framework Framework for consistent reporting of research results that takes Account of Reach to the target population;
Effectiveness or Efficacy; Adoption by target settings or institutions; Implementation of consistency of
delivery of intervention; and Maintenance of intervention effects in individuals and settings over time
(Brownson, EBPH).
Release Date Refers to the date the evaluation report will be sent out to a specified audience.
Relevant Objective A relevant objective relates to the goals and reflects program activities appropriately. The evaluation
objective has an overall effect on the desired change.
Responsible Party The individual or entity responsible for collecting/ providing the needed data. For example, an external
evaluator will be the responsible party that will conduct interviews and collect primary data for the
evaluation.
Risk Factors Any characteristics of an individual that increases the likelihood of an adverse event or experiences that may
threaten an individual's morbidity, mortality status, and quality of life status.
Sample A selected subset of a larger group or population (the “universe” population).
http://www.oxfordreference.com/search?source=%2F10.1093%2Facref%2F9780195160901.001.0001%2Facr
ef-9780195160901&q=sample
Sampling Plan A sampling plan is a detailed outline of which measurements will be taken at what times, on which material,
in what manner, and by whom. Sampling plans should be designed in such a way that the resulting data will
contain a representative sample of the parameters of interest and allow for all questions, as stated in the
goals, to be answered. The steps include: identify the parameters to be measured, the range of possible
values, and the required resolution; design a sampling scheme that details how and when samples will be
taken; select sample sizes; design data storage formats; and assign roles and responsibilities.
http://www.itl.nist.gov/div898/handbook/ppc/section3/ppc33.htm
Secondary Data Refers to data that were collected by someone else, rather than the user.
Short-Term Outcome Short-term outcomes are those that demonstrate the immediate impact of an intervention on the target
audience. For instance, short-term indicators can be related to changes in an individual’s knowledge,
attitude, or skill level related to the intervention.
Smart Growth An approach to development that encourages a mix of building types and uses, diverse housing and
transportation options, development within existing neighborhoods, and community engagement.
(https://smartgrowthamerica.org/our-vision/what-is-smart-growth/)
SMART Objective A mnemonic acronym that explains how to create an objective. According to the mnemonic, objectives
should be specific, measurable, achievable, relevant, and time-bound.
Social determinants of Life-enhancing resources, such as food supply, housing, economic and social relationships, transportation,
health education and health care, whose distribution across populations effectively determines length and quality of
life (James S, 2002).
Specific Objective A specific objective will identify the setting and activity the caused the desired change. Additionally, it will
indicate how the change was implemented and clearly demonstrate what was done to facilitate the impact.
Standard deviation The standard deviation of a set of numerical measurements (on an “interval scale”). It indicates how closely
individual measurements cluster around the mean (www.cdc.gov/eval/guide/glossary/index.htm).
Statistical power The likelihood that a study will detect an effect when there is an effect there to be detected (Brownson,
EBPH).
Strategy A way of describing how you are going to get things done; a good strategy will take into account existing
barriers and resources (people, money, power, materials, etc.) and it will stay with the overall vision, mission,
and objectives of the intervention. (http://ctb.ku.edu/en/table-of-contents/structure/strategic-
planning/develop-strategies/main )
Surveys A method of collecting information from a target population by asking a series of questions with pre-
identified responses or space to answer an open-ended question.
Theory of change A comprehensive description and illustration of how and why a desired change is expected to happen in a
particular context
Time Bound Objective Identifies when the objective will be accomplished using a specific and reasonable timeframe.
Timing Related to the frequency at which the data will be collected (e.g. daily, quarterly, and annually). Serves as a
timeline of data collection for your evaluation.
Traditional reports tend to be formal and comprehensive in nature and should follow the standard format of
Traditional/comprehensive reports
reporting in your agency. The document provides a detailed summary of the evaluation goals and objectives,
methodology, and findings and is illustrated with facts and figures to showcase the data.
Traffic Records System The traffic records system inventory includes reliable state-level data sources that can help decision-makers
use data to develop and evaluate engineering, enforcement, education, and emergency medical services
safety countermeasures.
Triangulation The compilation of results from multiple data sources used to provide additional context for data findings.
Triangulation A technique used to analyze diverse sources of data (i.e., surveys, interviews, observation, etc.) in order to
supplement missing contextual information and identify emerging themes.
Upstream intervention Interventions and strategies focus on improving fundamental social and economic structures in order to
strategies decrease barriers and improve supports that allow people to achieve their full health potential.
http://nccdh.ca/glossary/entry/upstream-downstream
Utility-Focused An approach based on the principle that an evaluation should be judged on the usefulness to its intended
Approach users.
Variable (or Theme) A quantitative or qualitative representation of an attribute of a person, place, thing, or idea.
Variance A measure fo the spread of the values in a distribution; the larger the variance, the larger the distance of the
individual cases from the group mean. (US Environmental Protection Agency. (2007). Program Evaluation
Glossary. Office of the Administrator/ Office of Policy/ Office of Strategic Environmental Management/
Evaluation Support Division.)
Vision A statement that captures the desired end state of your partnership and describes future direction and long-
term focus (National Institutes of Health, 2002).
Evaluation Templates:
Section 1
Partner Assessment and Engagement Planning Grid Template
Partner Name Partner Knowledge/ Skills/ Interest or Perspective on Existing or Potential Role in the History or Rationale for
(Organization) Abilities/ Resources Evaluation Evaluation Recruitment/ Engagement*
Evaluation Partner Roles and Responsibilities
Individual(s) or
Title or Role Responsibilities
Organization(s)
Administrative • Articulate a clear vision for change in the population and how the evaluation will assess the
Leadership changes
• Oversee the scientific rigor of the design, planning, and implementation of the evaluation
• Identify, recruit, and foster regular communication with partners
• Establish agreements or principles to maintain a fair and balanced collaborative effort
• Serve as liaison to other individuals, organizations, and partnerships (e.g., elected or appointed
officials, funding agencies)
• Build trust and leverage support for the evaluation in the population of interest through “deep”
connections to community leaders and representatives
• Set meeting agendas and coordinate and facilitate partner meetings
• Manage day-to-day operations of the partnership, including oversight of staff, finances, and
operations
• Support passionate, committed, culturally competent, and trusted staff
• Enforce timelines and due dates
• Assure the quality of data collection, analysis, reporting, and dissemination products
Financial Management • Develop a budget for the evaluation
• Track accounts payable (bills and expenses)
• Track accounts receivable (invoices and revenue)
• Produce financial reports for partners and funders as needed
Data Collection
Data Analysis
Dissemination
Data Collection Planning Grid Template
Evaluation
Data Collection Method Data Collection Activities Person(s) Responsible Due Date
Question
1.
2.
3.
4.
5.
6.
Partners, Communication Purpose(s), Format(s), and Dates*
Person(s)
Purpose of Communication Audiences Possible Formats Due Date Notes
Responsible
Decide on evaluation design/ Partners Meeting agenda
activities
(consensus building)
Upcoming evaluation activities Population of interest Advertisements
(recruit)
Progress of the evaluation Funders Progress report
(report)
Present initial/interim findings Policy- and decision- Policy brief
(influence) makers
Present complete/final All Infographics, Summary
findings (recommend) report
Gantt Chart and Timeline of Evaluation Activities Template
Month Month Month Month Month Month Month Month Month Month Month Month
Evaluation Activities
Year Year Year Year Year Year Year Year Year Year Year Year
Evaluation Planning
Team Meetings X X
Task X X
Task X X
Task X X
Partner Engagement
Team Meetings
Task
Task
Task
Data Collection
Team Meetings
Task
Task
Task
Data Analysis
Team Meetings
Task
Task
Task
Dissemination
Team Meetings
Task
Task
Task
Evaluation Partner Planning Grid Template
Individual(s) or
Title or Role Responsibilities
Organization(s)
Administrative • Articulate a clear vision for change in the population and how the evaluation will assess the
Leadership changes
• Oversee the scientific rigor of the design, planning, and implementation of the evaluation
• Identify, recruit, and foster regular communication with partners
• Establish agreements or principles to maintain a fair and balanced collaborative effort
• Serve as liaison to other individuals, organizations, and partnerships (e.g., elected or appointed
officials, funding agencies)
• Build trust and leverage support for the evaluation in the population of interest through “deep”
connections to community leaders and representatives
• Set meeting agendas and coordinate and facilitate partner meetings
• Manage day-to-day operations of the partnership, including oversight of staff, finances, and
operations
• Support passionate, committed, culturally competent, and trusted staff
• Enforce timelines and due dates
• Assure the quality of data collection, analysis, reporting, and dissemination products
Financial Management • Develop a budget for the evaluation
• Track accounts payable (bills and expenses)
• Track accounts receivable (invoices and revenue)
• Produce financial reports for partners and funders as needed
Data Collection
Data Analysis
Dissemination
Section 2
SMART Objectives Template
When it comes time to define the goals and objectives of your CoP, this template will walk you
through the process of developing specific, measurable, achievable, realistic, and time-based
objectives. You may want to use the SWOT Analysis Template to better understand your
domain and help you develop your CoP’s objectives.
Once you have created the goals of your CoP, it is time to think about objectives and activities
needed to accomplish these goals. Here’s an example:
EXAMPLE 1: Increase the number of people in public health informatics who are from minority
groups or vulnerable populations.
Not-so-SMART objective 1a: Recruit from historically Black colleges and other minority
institutions.
Key Component Objective
Specific - What is the Inform minority students about the field of public health informatics
specific task? and recruit them to join as professionals.
Measurable - What are Number of minority institutions where recruitment activities are
the standards or implemented; Number of new minority individuals who attend the
parameters? Public Health Informatics Network (PHIN) conference
Achievable - Is the task Yes, when connected to the training initiatives of national partner
feasible? organizations.
Realistic - Are sufficient Not at the local or state level (no time or resources to commit to this
resources available? activity). Involve national organizations.
Time-Bound - What are One year – between the 2008 and 2009 PHIN conferences
the start and end dates?
SMART objective 1a: From August 2008-2009, establish recruitment initiatives at historically
Black colleges and other minority institutions in conjunction with the training initiatives of
national partner organizations (e.g., NACCHO, ASTHO).
You can use the following tables to help your CoP develop SMART objectives that will ensure you
reach the goals set forth in your charter.
GOAL 1:
Not-so-SMART objective 1a:
Specific - What is the specific task?
Measurable - What are the standards
or parameters?
Achievable - Is the task feasible?
Realistic - Are sufficient resources
available?
Time-Bound - What are the start and
end dates?
SMART objective 1a:
For [Domain] Community of Practice use.

1/4
Not-so-SMART objective 1b:
Specific - What is the specific
task?
Measurable - What are the
standards or parameters?
Realistic - Are sufficient
resources available?
Time-Bound - What are the start
and end dates?
SMART objective 1b:
Not-so-SMART objective 1c:

task?
and end dates?
SMART objective 1c:
GOAL 2:

task?
and end dates?
SMART objective 2a:

2/4

task?
and end dates?
SMART objective 2b:

task?
and end dates?
SMART objective 2c:
GOAL 3:

task?
and end dates?
SMART objective 3a:

3/4

task?
and end dates?
SMART objective 3b:

task?
and end dates?
SMART objective 3c:

4/4
Section 3
WORKSHEET: Criteria to Use When Prioritizing the Evaluation Questions
List your evaluation questions in this column. Criteria:
1 = Important to partners
2 = Reflects purpose, goals and objectives of initiative
3 = Reflects key elements in logic model of initiative
4 = Answers will lead to actionable improvements
5 = Can be answered with available resources
Check if evaluation question meets each criteria.

Evaluation Questions 1 2 3 4 5
1
10
11
12
13
14
15
16
17
18
19
20
Adapted from: Salabarría-Peña, Y, Apt, B.S., Walsh, C.M. Practical Use of Program Evaluation among Sexually Transmitted Disease (STD) Programs,
Atlanta (GA): Centers for Disease Control and Prevention; 2007. Retrieved from: https://www.cdc.gov/std/program/pupestd/Step3_0215.pdf
Section 4
Data Collection Planning Matrix
by Lori Wingate | June 2015
This material is based upon work supported by the National Science Foundation under grant number 1204683. Any opinions, findings, and
conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of NSF.
An evaluation plan needs to describe what data will be collected, from what sources, and how, by whom, and when, as
well as how the data will be analyzed. Placing this information in a matrix format helps ensure that there is a viable plan
for collecting all the data necessary to answer each evaluation question and that all data collected will serve a specific,
intended purpose. The table below may be copied into another document, such as a grant proposal, and edited/
expanded as needed.
Evaluation Question:
Indicator Data Source Data Collection Responsible Timing Analysis Plan
Method Party
DEFINITIONS
Evaluation Questions are overarching questions about a project’s merit, worth, or significance. The number of
evaluation questions depends on the scope and purpose of the evaluation; 3 to 7 questions is typical. Questions should
address both project implementation and outcomes.
Indicators are specific data points about an aspect of a project—basically, what will be measured in order to answer the
evaluation questions. It is useful to use multiple indicators to address an evaluation question, including qualitative and
quantitative data.
Data Source identifies from whom or what entity data will be collected. Typical data sources for ATE evaluations include
project personnel, students, graduates, faculty, project partners, business and industry representatives, institutional
records, Web usage statistics, and teaching and learning artifacts.
Data Collection Method is the means by which information will be gathered, such as surveys, focus groups, interviews,
observations, and institutional database queries.
Responsible Party is the individual or organization that will be tasked with collecting the needed information. In many
cases, data collection requires cooperation among multiple entities. For example, an external evaluator may be
responsible for an administering a survey, but a member of the project staff may need to supply the contact
information.
Timing identifies when and how frequently data will be collected (e.g., at events, quarterly, annually). It is important to
identify approximately when data collection will take place to ensure the information will be obtained when needed for
reporting purposes and decision making and that the data collection schedule is conducive to other things taking place
in project’s context (e.g., other major data collection activities, semester schedules).
Analysis Plan is the approach to be used for making sense of the data, basically how the information will be transformed
to reach conclusions in relation to the evaluation questions.
evalu-ate.org | (269) 387-5895 | Western Michigan University

Section 5
Data Analysis Planning Grid Template
Evaluation Person(s)
Analysis to Be Performed Data to Be Analyzed and Summarized Due Date
Question Responsible
1.
2.
3.
4.
5.
6.
Section 6
Dissemination Planning Grid Template
Person(s)
Purpose of Communication Audiences Possible Formats Due Date Notes
Responsible
Decide on evaluation design/ Partners Meeting agenda
activities
(consensus building)
Upcoming evaluation activities Population of interest Advertisements
(recruit)
Progress of the evaluation Funders Progress report
(report)
Present initial/interim findings Policy- and decision- Policy brief
(influence) makers
Present complete/final All Infographics, Summary
findings (recommend) report
Tools and Resources:
Homepage
EVALUATION GUIDE FOR PEDESTRIAN SAFETY CHECKLIST: SUMMARY OF EVALUATION STEPS
SECTION 1: EVALUATION PURPOSE AND PARTNERS SECTION 4: METHODOLOGY AND DATA COLLECTION
☐ Step 1: Convene partners to plan the evaluation ☐ Step 1: Determine, collect, and use data sources that can
answer your evaluation questions
☐ Step 2: Identify your population of interest and your vision for ☐ Step 2: Create a matrix to connect your evaluation questions,
change indicators, and data sources
☐ Step 3: Consider the intervention stage and corresponding types SECTION 5: DATA ANALYSIS
of evaluation
☐ Step 4: Determine evaluation audiences and the relevance of the ☐ Step 1: Convene data analysis partners
evaluation to these audiences
☐ Step 5: Create a clear, concise purpose statement ☐ Step 2: Identify variables and themes
☐ Step 6: Design your collaborative, including a governance ☐ Step 3: Organize data and ensure data quality
structure and process, partner responsibilities, and budget and
time constraints
SECTION 2: DESCRIBING THE INTERVENTION ☐ Step 4: Agree on data analysis methods
☐ Step 1: Create a Description of the Pedestrian Safety Interventions ☐ Step 5: Interpret results
☐ Step 2: Create a Logic Model ☐ Step 6: Create a data analysis plan
SECTION 3: EVALUATION DESIGN SECTION 6: REPORTING AND DISSEMINATION
☐ Step 1: Develop evaluation questions aligned with the evaluation ☐ Step 1: Determine reporting needs based on various audiences
purpose statement
☐ Step 2: Identify the population or subpopulations, intervention ☐ Step 2: Select and create appropriate evaluation reports
goals and objectives, and types of evaluation for each evaluation
question
☐ Step 3: Specify the evaluation design to maximize causal inference ☐ Step 3: Disseminate Evaluation Findings
and internal validity for each evaluation question
☐ Step 4: Determine sampling strategies to maximize external ☐ Step 4: Monitor Dissemination Efforts
validity in the selected population or subpopulations for each
evaluation question
Strategies for Pedestrian Safety by Domain
Strategy
Domain
Collaboration
To partner and organize Identify potential partners to join a partnership.
to create change. Establish, define, and modify the organizational structure
and function of a partnership or coalition.
Establish or modify the type of leadership structure and/or
governing process of a partnership, and also place specific
leaders or champions in positions to help move the initiative
forward.
Obtain physical space, equipment, and supplies for individual
partners or organizations.
Gain commitment from organizations and residents to
undertake actions to achieve a set of objectives.
Obtain financial and non-financial resources for partners to
carry out specific intervention strategies or projects.
Establish the norms, standards, rules, and procedures that a

partnership and its members will follow.
Hire individuals to take on specific roles in the partnership.
Initiate a planning process that includes identifying what the

partnership wants to achieve, how it will achieve this
through various strategies, and prioritizing these strategies.
Provide training and other types of technical assistance to

increase the general knowledge, skills, and abilities of
individual partners or partnership members to engage in
partnership and intervention activities.
Increase the capacity of partners to engage, mobilize, and
empower residents and organizations to participate in civic
activities, support pedestrian safety agendas, and perceive
greater ownership of their localities, regions, or states.
Provide training and other types of technical assistance to

increase the knowledge, skills, and abilities of leaders or
champions to engage in partnership and intervention
activities.
Promote partnership/ collaboration through newsletters,
press releases, websites, events, briefs, and marketing.
Advocacy
To generate political will Increase decision-maker engagment and support (elected
and community officials, appointed officials, community leaders) through
support. presentations to city/ county/ state councils/ committees,
adopting principles for practice among appointed officials,
etc.
Enhance community (individuals and organizations) outreach
and engagement in active transportation and pedestrian
safety projects through visioning, concept plans, design
charettes, hosting workshops/ summits/ symposia, etc.
Encouragement
To design campaigns, Design and implement social marketing campaigns
host events, or provide (systematic application of marketing, along with other
information to increase concepts and techniques, to achieve specific behavioral goals
knowledge and for a social good; e.g., Take A Walk, Feet First, Travel Smart).
awareness of pedestrian
safety initiatives. Gain media coverage (radio, television, print).
Take advantage of social media (blog, Facebook, Twitter).
Create billboards or environmental art.

Host Walk to School Day/ Smart Commute Day/ Healthy
Transportation Day or related events.
Recruit residents and organizations to participate in a Smart
Commute Challenge/ Car Free Challenge.
Design events supporting safe places for active
transportation and pedestrian safety (e.g., Sunday
Parkways).
Install point-of-decision prompts for active transportation
and safety in the vicinity of schools, child care agencies,
parks and recreation facilities, and worksites.
Convene networks and champions to generate support (e.g.,

Block Captain Network, Passport Neighborhood Coaches,
Loud Voices Youth Group, Neighborhood Builders).
Provide walking tours of historical landmarks, unique

neighborhoods, or destinations to increase awareness of
places to walk.
Provide recognition or awards to supporters (e.g., Active
Business Award Luncheon).
Create resource guides, toolkits, and manuals (e.g., Active
Business Toolkit).
Design pedestrian maps or transit guides.
Offer materials or incentives for distribution (e.g., apparel,
videos, calendars, banners, pedometers).
Give business incentives to customers for active
transportation (e.g., 25% discount).
Share newsletters or e-newsletters about pedestrian safety
partnerships and projects.
Provide brochures, flyers, and posters about pedestrian
safety partnerships and projects.
Education
To increase educational Create community-based walking programs or clubs to
outreach to localities, increase support and safety (Foot energy program/ Passport
regions, and states. program/ Prescription program/ Walk-to-shop program/
Faithfully Fit program (non-denominational faith-based)/
Wheel It, Walk It program/ 10,000 Steps program/ Safe and
Active Living United Districts (SALUD))
Create school-based walking programs or clubs to increase

support and safety (Safe Routes to School program/ Walking
School Bus program)
Create worksite-based walking programs or clubs to increase
support and safety (Fitness buddy program/ lunch and learn
focused on walking)
Create training programs to increase pedestrian safety (Walk
safety training program/ Safety Walks program)
Include pedestrian safety in other health or wellness
programs (Healthy Mind, Healthy Body program)
Land Use & Planning
To design and develop School, child care agency, park or recreation facility, and
communities worksite site selection, design, and construction standards
(permission, protection, (e.g. require less acreage, maintenance and rehab, limit
and use of land). vehicular access)
New development/ redevelopment plans, funds, and
maintenance to support active transportation in and around
schools, child care agencies, parks and recreation facilities,
and worksites
Comprehensive/ general policy or plan incorporating active
transportation or pedestrian safety provisions (i.e. land use
plan)
Land use/zoning regulation/policy to support urban growth
boundaries or containment policies (policies that constrain
urban sprawl and create incentives for development in the
central portions of urban areas)
Land use/zoning regulation/policy to support urban service
boundaries (delineates the area beyond which certain urban
services such as sewer and water will not be provided)
Small area plan incorporating active transportation or

pedestrian safety provisions (e.g. neighborhood, corridor)
Sub-division ordinance (law), regulation (rule or restriction),
or resolution (non-binding statement) to standardize
procedures for land partition, use, sale, and development
(e.g., land titles/ lots/ parcels, design of access roads,
amount of open space, building orientation specifications,
coordinated development patterns).
Policy/practice that supports the development or

redevelopment of dense mixed use areas
Land use/ zoning regulation/ permit to support creating
residential areas with active transportation or pedestrian
safety facility or design features
Transportation plan incorporating active transportation and
pedestrian safety provisions
Pedestrian or sidewalk plan (i.e. identifying gaps in service
for pedestrians and mapping future vision)
Land use/ zoning regulation/ policy to support sidewalks
Private agreement to construct or allow construction of

active transportation or pedestrian safety facility or design
feature
Engineering
To design sites and Improvements to sidewalks, bike lanes or streets for traffic
streets, intersections, calming on routes to schools, child care agencies, parks and
sidewalks/crosswalks/si recreation facilities, and worksites
gnage, or timed traffic Development of physical features to create or enhance safe
lights. activity in schools, child care agencies, parks and recreation
facilities, and worksites (e.g., placement of street trees,
increased lighting, graffiti removal)
Policy/practice to support roadway design standards
reinforcing active transportation and pedestrian safety
Policy/practice for street design supporting active
transportation and pedestrian safety (e.g., Complete Streets)
New development/ redevelopment/ maintenance of public

transit (e.g. bus, light rail, bike racks on buses, street car,
trolley)
New development/ redevelopment/ maintenance of
pedestrian infrastructure (e.g., sidewalks, crosswalks)
New development/ redevelopment/ maintenance of traffic
calming measures (e.g. speed bumps, crossing islands, speed
tables, traffic signals, on-street parking)
New development/ redevelopment/ maintenance of
streetscape feature (e.g. lighting, artwork, planter,
landscaping, transit shelter)
Pedestrian safety support signage (e.g. pedestrian crossing
signal, crosswalk)
Enforcement
To develop active Policy/practice to enable safe routes to schools, child care
transportation and agencies, parks and recreation facilities, and worksites
pedestrian safety
policies and enhance Policy to increase law enforcement to reduce traffic
local law enforcement violations
of these policies (speed Policy/practice that levies financial charges or that provides
limits, yielding to tax exemptions directly or indirectly on services or products
pedestrians in as incentives for active transportation or pedestrian safety
crosswalks, and proper (e.g., tolls on roads paid by drivers for road maintenance and
walking behaviors) and construction)
community or site Capital improvement project approval by elected or
enforcement of active appointed officials and allocation of funding to support
transportation and implementation
pedestrian safety. Policy/practice that establishes the formation of a formally-
constituted body of people that meets regularly to make
decisions regarding active transportation or pedestrian
safety (e.g., Active Living Committee, Active Transportation
Council, Pedestrian Advisory Group, Employee Wellness
Committee)
New local government positions (e.g., Bike/Ped Coordinator,
Balance Transportation Manager)
Policy to require security staff at schools, child care agencies,
parks and recreation facilities, and worksites to reduce crime
violations
Policy/funding to support public transportation systems
Policy/funding to support active transportation

Policy to restrict or minimize auto use (e.g., parking costs)
Policy disincentives for parking (e.g. require fewer spaces)
Transit incentive program (e.g. commuter choice, fare free

transit policy, discount passes, van pools, park and ride lots)
Policy requiring community involvement in transportation

planning (e.g. charettes, forums)
Policy/practice or funding for pedestrian projects (e.g.
municipal, state, federal enhancement funds, local bond
measures)
Policy to review design concepts or plans for new or
redevelopment projects before implementation to ensure
compliance with existing active transportation or pedestrian
safety policies or guidelines
Policy/practice that establishes the formation and/or
support of an organized group of residents committed to
increasing public safety and preventing crime within a
community
Policy/practice that establishes a process for interaction
between the community and law enforcement to promote
trust and help to increase safety and prevent crime (e.g.,
residents identify suspects, residents bring problems to the
attention of the police)
Government contracts/formal agreements that integrate

active transportation or pedestrian safety principles into the
formal organization of a governmental body (e.g., Charter)
Government permits authority to local cities and counties to

pass a local resolution or ordinance to support active
transportation or pedestrian safety
Policy/practice that supports development, funding, or
maintenance of active transportation and pedestrian safety
facilities and design features in affordable housing/ housing
authority locations
Tools and Resources:
Section 4
Pedestrian Safety Evaluation: Quantitative Data Collection Methods
A. Primary quantitative data sources
Pedestrian Counts
The pedestrian count is a method used to collect pedestrian data in specific communities or local areas and are often collected by the Department of
Transportation as part of the Roadway Safety Audit Reviews (RSARs) 1. It can be collected manually or by automatically using advanced technology like infrared
sensors and street video cameras. This data collection method provides information like pedestrian volume and behavioral data can provide insights into specific
crash causes and potential countermeasures.
The information collected from pedestrian counts is used to:

− Identify changes in pedestrian behaviors and trends,
− Determine the effect facility construction has on levels and behavior of walking,
− Describe the demographic characteristics of non-motorized transportation users, and
− Provide insight on why pedestrian crashes are occurring and identify solutions for facility improvements.
Advantages/Strengths Challenges/Limitations
− Provides location-specific data on pedestrian volume. − manual counts and video recording is labor-intensive and
− Allows calculation of risk per pedestrian. expensive
− Data from a few observation periods can be scaled up for daily, − lack of consistency that prevents comparisons
weekly, monthly, or annual estimates.
Surveys
Surveys are important evaluation tools that are used to gather the knowledge, attitudes, opinions, experiences, and behaviors of respondents. Surveys can be
used to determine the degree to which the short-term outcomes (or more proximal objectives) of the PSAP interventions are accomplished. Surveys are a great
data collection tool to consider for pedestrian education programs and to determine the quality of the walking environment and unmet pedestrian needs, fears,
or other concerns
− Easy to compare and analyze − Possible response bias; wording can bias participants’ responses
− Administer to any size sample − Possible sampling bias
− Can collect a lot of data at once − Sometimes difficult to get a high response rate
− Participant anonymity
− Sample surveys/ questionnaires already exist
− Inexpensive
1 Roadway Safety Audit Reviews (RSARs) involve the use of a multi-disciplinary team approach to review and evaluate a location, corridor, or area after it is built or before it is open to the public.
Survey Tool Description
Community
Pedestrian Behavior • Parents reported children’s weekly walking habits (e.g., to school, to friends’ houses, to walk dog)
Questionnaire (parent) 2
Pedestrian Safety • Children’s knowledge of pedestrian safety, which include route selection, proper looking before and while
Knowledge (child/ oral crossing, and how to walk safely on streets without sidewalks.
instrument) 3
Neighborhood Environment • Neighborhood disorder subscale that assesses the frequency of events in neighborhoods such as: loitering
for Children Rating Scales 4 adults, gang activity, drunks or drug dealers hanging around, and disorderly or misbehaving groups of
youths or adults.
• Other subscales: neighborhood quality, neighborhood interaction, facility availability, fear of retaliation,
stop misbehavior, assist.
Neighborhood Environment • Measures perceived neighborhood safety, pedestrian infrastructure, and aesthetics.
Walkability Survey (NEWS) 5
Children's Leisure Activities • Two identical questionnaires were developed, one for parents (proxy report) and one for 10-to 12-year-old
Study Survey (CLASS) 6 children (self-report).
• Proxy Report: Parents were asked to report the frequency of the activity and the total time their child
spent in that activity.
• Self-Report: A physical activity measure completed by the child.
St. Louis Environment and • A detailed assessment of walking behavior, places to walk, barriers to being physically active,
Physical Activity Instrument neighborhood infrastructure for walking and cycling, perceptions about places for walking, social assets,
social support for physical activity, community assets, policy attitudes, and sedentary behaviors.
Environmental Supports for • Assesses the physical and social environment, including perceptions of the community environment,
Physical Activity safety, access to recreation and shopping destinations, and conditions of the neighborhood and facilities.
Questionnaire
Schools
Combined Tool (Home to • National Safe Route to School Survey (1-item)
School Journey) • Perceived traffic safety concerns – home, route, school (9-items)
• Perceived personal safety concerns – home, route, school (10-items)
Physical Activity School • PASS is a free, user-friendly, web-based, 8-item tool that assesses and increases awareness of evidence-
Score (PASS) based physical activity practices at elementary schools
2 Stavrinos D, Byington KW, Schwebel DC. The effect of cell phone distraction on pediatric pedestrian injury risk. Pediatrics. 2009;123:e179–185
3 Schwebel, D. C., & McClure, L. A. (2014). Training Children in Pedestrian Safety: Distinguishing Gains in Knowledge from Gains in Safe Behavior. The Journal of Primary Prevention, 35(3), 151–162.
http://doi.org/10.1007/s10935-014-0341-8
4 Coulton, C., Korbin, J., & Su, M. (1996). Measuring neighborhood context for young children in an urban area. American Journal of Community Psychology, 24, 5–32.
5 Saelens B.E., Sallis J.F., Black J.B., Chen D. Neighborhood-based differences in physical activity: An environment scale evaluation. Am. J. Public Health. 2003;93:1552–1558. doi:
10.2105/AJPH.93.9.1552
6 A. Telford, J. Salmon, D. Jolley, D. Crawford. Reliability and validity of physical activity questionnaires for children: The Children's Leisure Activities Study Survey (CLASS) Pediatric Exercise Science,
16 (2004), pp. 64–78.

B. Secondary Quantitative Data Sources
Existing Data Systems: Existing data sources are usually state-level data sources and are great data tool to measure a baseline on pedestrian crashes and injury.
These data sources are part of the traffic records system.
− Inexpensive or free − Available data may lag by one or more years
− Usually accurate data without the time-consuming and − May not have data on behavior, knowledge, attitudes, and
labor-intensive process of collecting the data themselves opinions
− Usually statewide
− Usually allows for historical comparisons or trend analysis
to compare national, state, or county regions
Traffic Records System

The traffic records system inventory includes reliable state-level data sources that can help decision-makers use data to develop and evaluate engineering,
enforcement, education, and emergency medical services safety countermeasures. A valuable characteristic of the data sources included in the traffic record
system is linkage variables that allow evaluators to integrate the data and conduct analyses that generate another level of insight and understanding that is
limited in just any singular data system.
Together this traffic record data system can provide complete information and measures that are used to track pedestrian injury and fatal crashes with motor
vehicles and other non-motor vehicle-related pedestrian injuries. The traffic record system includes data sources that can be grouped by:
− Crash data
− Roadway data
− Vehicle data
− Driver data
− Citation and adjudications data
− Injury Surveillance systems
Quantitative Description and Objective Advantages/Strengths Challenges/Limitations
Data Collection Method
Police Reports Crash, vehicle, and person-specific data about − Describe the pedestrian crash including − Usually, only traffic crashes on public
crashes involving pedestrians reported by Law the use of crosswalks roadways
Roadway Data
enforcement; City, County, and State police. − No medical outcomes

−
Crash and
Information about the pedestrian after

the crash occurred
− Usually only include fatalities 30 days
from the crash.
Roadway Inventory Describe the infrastructure and roadway features in − Type of signaling and signage − Only information about the roadway and
their Inventories, Roadway Safety Audits, and − Roadway features that can provide maybe not knowledge, attitudes, and
Reviews information on crash risk factors when opinions of the pedestrians.
combined with crash data.
−
Vehicle
History of the roadway design

Vehicle Registration (Registered motor vehicles that include types, − Good for education for both miles that − Only information on the vehicle
configurations, and usage of the vehicle. were driven − May be difficult to access local data
Citation/Adjudication The citation that was issued to Pedestrian and − The true number of citations issued not − Sometimes not a statewide system with
Drivers for example jaywalking and not yielding to only those involved in a crash. many courts.
Driver and Citation
pedestrians. Adjudication is the convictions from − Citation codes can be different from
& Adjudication
those citations from the courts. jurisdiction to jurisdiction.

License Driver Previous driver history involved in pedestrian − Final driver conviction data that − No pedestrians
crashes; driver behavioral data; such as speeding in accumulated points including Alcohol
school zones; conviction data derived by the points and pedestrian offenses.
system; driver demographic
EMS Patient information and transport times for those − Transport time information − Only initial diagnosis
pedestrians transported by Emergency Medical
Services (EMS). Pedestrian injuries treated by
prehospital EMS agencies.
Trauma Registry Collects information on seriously injured pedestrian − Can provide the severity of injury with − Only for pedestrian seen in a trauma
patients treated in a trauma hospital and fits the the AIS and ISS score. center and fits the criteria to be included
trauma criteria. in the registry.
− Lack of detail on circumstances
surrounding crash.
State Level Emergency Pedestrian incidents severe enough to be admitted − Types of injuries on body regions − Lack of detail on circumstances
Department Data to a hospital. Uses ICD-9-CM and ICD-10-CM coding − ED charges surrounding crash.
scheme. Information on body regions and injury.
Injury Surveillance Systems
State Level Hospital Pedestrian incidents severe enough to be admitted − Types of injuries on body regions − Potential duplicate counts of individuals
Inpatient Discharge Data to a hospital. Uses ICD-9-CM and ICD-10-CM coding − Hospital charges − Lack of detail on circumstances
scheme. Information on body regions and injury. − Discharge status of the patient surrounding crash.
Death Certificates State Death Vital Records Uses ICD-9-CM and ICD- − State Vital Statistics are complete, − Information on the location of the crash
10-CM coding scheme to determine if the person population-based data sets event is often limited or incomplete.
was a pedestrian. − Include both traffic and non-traffic − Information on the circumstances of the
pedestrians who died. death can be limited.
Here is a list of variables to consider when designing pedestrian safety evaluations.
Data Sources Variables to Consider

Crash and Roadway Police Reports Crash location, type of roadway, intersections, crosswalk, total lanes in roadway,
Data contributing circumstances of driver, posted speed limit, non-motorist information
including circumstances prior to crash and at time of crash, and condition at time of crash
Fatality Analysis Reporting System (FARS) See about and they have a pedestrian selection of variables that has prior to crash.
Inventories/Roadway Safety Audits and Reviews Type of roadway, number of lanes, type of signals and devices, lighting
Vehicle Vehicle Registration Type of vehicle, number of miles within year, county
Driver and Citation & Citation/Adjudication Citation issued, location of jurisdiction, result of conviction
Adjudication License Driver Driver demographics, type of points on license, types of driving classes taken
Injury Surveillance State Level Hospital Inpatient Discharge Data Patient demographics, the source of admission, the area of residence, principal and
Systems secondary diagnoses (ICD-9-CM and ICD-10-CM diagnosis codes), procedures, type of
discharge, the cause of Pedestrian injury (ICD-9-CM and ICD-10-CM E codes), the source of
payment, the length of stay, charges, and hospital type.
State Level Emergency Department Data Patient demographics, source of admission, area of residence, principal and secondary
diagnoses (ICD-9-CM and ICD-10-CM diagnosis codes), procedures, type of discharge,
cause of Pedestrian injury (ICD-9-CM and ICD-10-CM E codes), source of payment, length
of stay, and charges,
EMS Incident address and location type, times, destination, initial type of injury
Trauma Registry Severity injury score, ISS and or AIS

Death Certificates ICD-10-CM diagnosis codes may contain BAC levels
Injury Surveillance Systems uses ICD9/ICD10 codes to indicate a pedestrian inpatient and death data- They are stratified in traffic and non-traffic.
ICD-10-CM
− Pedestrian, traffic: [V02–V04](.1,.9), V09.2
− Pedestrian, non-traffic: V01, [V02–V04](.0), V05, V06, V09(.0–.1,.3,.9)
ICD-9-CM
− Pedestrian, traffic: E810-E819(.7)
− Pedestrian, non-traffic: E800-807(.2), E820-E825(.7), E826-E829(.0)
National Data Sources
There are also other national databases that provide additional information on pedestrian behavior, exposure, patterns, and trends.
Pedestrian and bicycle secondary data sources

Provides pedestrian and bicycle commuting data for census block groups. However, these data only include regular
American Community commuters, not those who occasionally walk or bike to work or those who walk or bike for non-work purposes. The
Survey (ACS) U.S. Census Bureau surveys a small percentage of the population each year to develop 1-year, 3-year, and 5-year
estimates. ACS data are accessible through American FactFinder.
National Household Daily travel data is collected for all trips, modes, purposes, trip lengths, and areas of the country. Data are available at
Travel Survey (NHTS) the person- and household-level. The NHTS is updated every five to seven years.
Fatality Analysis
The National Highway Traffic Safety Administration (NHTSA) provides public data regarding fatal injuries suffered in
Reporting
motor vehicle traffic crashes. Fatality data can be downloaded or queried online.
System (FARS)
General Estimates These data come from a nationally representative sample of police-reported motor vehicle crashes that resulted in
System (GES) property damage, injury, or death.
National Survey of
National survey data were collected in 2002 to ascertain the scope and magnitude of bicycle and pedestrian activity
Bicyclist and
and the public’s behavior and attitudes regarding bicycling and walking. The project was jointly sponsored by NHTSA
Pedestrian Attitudes
and the Bureau of Transportation Statistics.
and Behavior
CDC’s WISQARS™ (Web-based Injury Statistics Query and Reporting System) is an interactive, online database that
WISQARS provides fatal and nonfatal injury, violent death, and cost of injury data. That are national and state-specific with
pedestrian breakouts in pedestrian traffic and non-traffic.
Focus Group
A focus group is an interactive discussion designed to collect in-depth, subjective information on
thoughts, insights, beliefs, and perceptions for a particular topic with a pre-selected sample of
individuals. This qualitative method is facilitated by a trained moderator who guides the group through
a set of questions to capture social trends and norms. Focus groups tend to be between 60-90 minutes
long with about six to eight participants. The interactive component of a focus group is unique to this
method and is found to be conducive for creating a comfortable environment for participants to share,
as well as, uncover a variety of insights on the issue at hand.
Advantages Challenges
- Able to capture data on social interactions - Requires a skilled moderator
and reactions to a specific topic - Less controlled environment
- Useful for exploratory, explanatory, and - Comfortability levels vary
evaluative research - Participant dynamic can be
- Can collect a large range of perspectives in uncontrollable
time period - Can be costly
- Pending issues can emerge from the data - Data analysis is complex and time-
consuming
Key Informant Interview

Key Informant Interviews can be used for exploratory, explanatory, policy, and general research
activities. Although they are not ideal for measuring social interactions and group perspectives, it is
important to note that the primary goal of a key informant interview is to capture personal reactions to
a topic and share a testimonial of personal life experiences.
− Easy to capture personal experiences, life - Difficult to establish rapport with
stories, feelings, etc. participant under time constraints
− Will provide contextual information to - Conversation-based approach requires a
enhance quantitative data Acquire in-depth skilled interviewer
information - Data collection period and volume can
− An ideal approach to understanding be extensive-- dependent on sample
sensitive topics size
− Flexible structure that can lead to important
concepts/ themes
- Pending issues can emerge from the data
Observations
An observational evaluation is a research method that collects data through recorded observation and a
systematic review of people, places, and things and how they all interact with one another. The most
vital component of this method is that all interactions occur organically, so it is the observer’s role to
note behavior, norms, social situations, and environmental factors and provide an objective reflection of
his or her empirical experience in a given setting. The list below outlines the many uses to collect data
through the observation method, these include:
- exploring a new topic
- capturing a contextual information
- describing a specific setting and the social and environmental interactions there
- understanding unspoken norms and social cues
- triangulating data
- Provides context to behaviors - Time consuming
- Documents unspoken social etiquette and - Data collection can be a challenge in the
cultural norms field
- A less intrusive qualitative method - Data can be subjective
- Provides insight to natural interactions - Will require skilled observers
Case Studies
A Case Study is described as a formal or informal tool used to critically assess a documented story or
event. This method has been used in public health to identify practical strategies or concepts previously
practiced by others and that can be actively applied elsewhere. For example, if you are interested in
knowing more about the effects of a 15 mile per hour speed limit 10 miles away from a school district,
you may want to review a case study to understand the cost and benefits of the intervention for your
site.
Because case studies are considered anecdotal evidence, they are often criticized for being considered
the less credible source of educational research. However, case studies can be powerful evidence as it
can bridge the gap between researchers and practice and can provide supplemental evidence when a
more rigid, robust evidence is unavailable.
- Contains rich and detailed information that - Information is not generalizable
is not usually collected from other methods - Focuses on a single unit or event
- More likely to be conducted in rare and - Criticized for lack of rigor and results
special cases demonstrating poor reliability and validity
- Has the ability to capture complex issues
with diverse variable to understand the
phenomenon
Document Analysis
A document analysis is a social research method used to identify and interpret patterns in data. Some
define a document analysis as the opportunity for an evaluator to give the documents a voice by coding
concepts and themes that emerge in the text or visual aids. Document analysis is good to do because it
gives a historical context to and issue or provides valuable information that may lead to alternative
outcomes. A documentation review can include the following sources:
- Written documents (public records, white papers, policies, newsletters etc.)
- Historical documents (reports, meeting minutes, attendance logs, financial documents,
etc.)
- Signs and posters
- Sound recording
- Media
- Can potentially have a large sample size - Criticized for subjectivity
- Inexpensive - Time consuming
- Good source of background information and - Information may not be current or
historical knowledge reliable
Inventories/Roadway Safety Audits and Reviews

Roadway Inventories is a collection of all road-related information that defines and monitors the state-
owned highway network, maintaining an inventory of the roadway features, conditions, and
characteristics. These describe the signaling and roadway features. This will give existing information
about signs and signaling. Road Safety Audits and reviews provide formal information on existing or
future road or intersection provided by an independent, multidisciplinary team. It qualitatively
estimates and reports on potential road safety issues and identifies opportunities for improvements in
safety for all road users.
- Contains rich and detailed information on - Time consuming
roadway
- Collaboration with partners
- Pre-data information
Additional Web-based
Tools & Resources
Additional Web-based Tools & Resources to Support Pedestrian Safety Evaluation Planning and Implementation
Title Description URL

Homepage
NHTSA National Priority Congress HR 22 Fixing America’s Surface Transportation Act’ or the ‘‘FAST Act’’ https://www.nhtsa.gov/sites/nhtsa.dot.gov/files/fast-act-titleiv-highway-
Safety Program (See page 29.) traffic-safety.pdf
NHTSA Countermeasures A reference to assist traffic safety and other professionals in selecting effective, https://www.nhtsa.gov/sites/nhtsa.dot.gov/files/812239_countermeasures_
that Work evidence-based 8thed_tt.pdf
countermeasures for traffic safety problem areas.
FHWA nonmotorized safety Website provides helpful resources to support the implementation of the Safety https://safety.fhwa.dot.gov/hsip/spm/
requirements for State DOTs Performance Management Final Rule that establishes the process for State DOTs
and MPOs to establish and report their safety targets, and the process that FHWA
will use to assess whether State DOTs have met or made significant progress
toward meeting their safety targets.
FHWA How to develop a Report presents an overview and framework for state and local agencies to http://safety.fhwa.dot.gov/ped_bike/ped_focus/docs/fhwasa0512.pdf
Pedestrian Safety Action Plan develop and implement a Pedestrian Safety Action Plan tailored to their specific
problems and
needs.
FHWA Pedestrian & Bicycle Report documents a comprehensive analysis of pedestrian crash data trends and https://safety.fhwa.dot.gov/ped_bike/pssp/fhwasa10035/
Safety website factors, a detailed review of more than 200 publications on pedestrian safety,
and input from more than 25 expert stakeholder members.
Section 1
Governance Principles Provides guidance on developing a governance structure and process for https://www.hks.harvard.edu/m-
partnerships rcbg/CSRI/publications/workingpaper_23_zadek_radovich.pdf
WHO Commission on SDOH Provides background on equity, inequity, and disparity www.who.int/social_determinants/thecommission/en/index.html
Unnatural Causes Provides background on equity, inequity, and disparity www.unnaturalcauses.org/

documentary
NACCHO Health Equity and Provides background on equity, inequity, and disparity www.naccho.org/topics/justice/mission.cfm
Social Justice Committee
RWJ Commission on SDOH Provides background on equity, inequity, and disparity www.rwjf.org/pr/product.jsp?id=41008
Sample Budget Provides guidelines for developing a budget https://www.ncjrs.gov/pdffiles/bdgtdtl0.pdf
Section 2
How to Develop a Pedestrian Presents an overview and framework for state and local agencies to implement a https://safety.fhwa.dot.gov/ped_bike/ped_focus/docs/fhwasa0512.pdf
Safety Action Plan Pedestrian Safety Action Plan
Advancing Pedestrian and A reference guide for an integrated and comprehensive effort to improve https://www.nhtsa.gov/staticfiles/nti/pdf/812258-Peds_Bike_Primer.pdf
Bicyclist Safety: A Primer for pedestrian and bicycle safety.
Highway Safety Professions
Road Diet (Roadway A technical assistance guide for roadway reconfiguration https://safety.fhwa.dot.gov/road_diets/info_guide/ch3.cfm
Reconfiguration)
Street Design: Part 1- An article that reviews street polices and discusses how to make the https://www.fhwa.dot.gov/publications/publicroads/10julaug/03.cfm
Complete Streets transportation system more accessible for all travelers.
Complete Streets An online guide to support planning, designing, and operating of roadways https://www.transportation.gov/mission/health/complete-streets
efforts.
Complete Streets Polices The National Complete Streets Coalition’s list of complete street polices. https://www.transportation.gov/mission/health/complete-streets-policies
Section 2. Understanding Risk A section of a larger online tool aimed to support public health professional http://ctb.ku.edu/en/table-of-contents/analyze/choose-and-adapt-
and Protective Factors: Their conduct needs assessment and design health interventions. community-interventions/risk-and-protective-factors/main
Use in Selecting Potential
Targets and Promising
Strategies for Intervention
Identifying the Components Worksheet that discusses the components of a logic model https://www.cdc.gov/std/Program/pupestd/Components%20of%20a%20Logi
of a Logic Model c%20Model.pdf
Introduction to Program A digital PDF that is a self-guide tutorial of how develop a program evaluation. https://www.cdc.gov/eval/guide/cdcevalmanual.pdf
Evaluation for Public Health
Programs: A Self-Study Guide
Section 3
G*Power A tool to compute statistical power analyses for many different t tests, F tests, χ2 http://www.gpower.hhu.de/
tests, z tests and some exact tests. G*Power can also be used to compute effect
sizes and to display graphically the results of power analyses.
Power and Sample Size .com Free and open source online calculators. http://powerandsamplesize.com/
PS An interactive computer program for performing statistical power and sample http://biostat.mc.vanderbilt.edu/wiki/Main/PowerSampleSize
size calculations
PowerUp! A tool that provides convenient excel-based functions to determine minimum http://www.causalevaluation.org/
detectable effect size and minimum required sample size for various
experimental and quasi-experimental designs.
PowerUp!R R package version of PowerUp! and additionally includes functions to determine https://cran.r-project.org/web/packages/PowerUpR/index.html
sample size for various multilevel randomized experiments with or without
budgetary constraints.
R Package pwr A package of tools with functions for basic power calculations using effect sizes https://cran.r-project.org/web/packages/pwr/index.html
and notations from
Cohen (1988).
Russ Lenth's power and Software is intended to be useful in planning statistical studies. https://homepage.divms.uiowa.edu/~rlenth/Power/index.html
sample-size page
WebPower A free collection of tools for conducting statistical power analysis online. http://webpower.psychstat.org
SampSize (app for Android, An application to assist in the design of clinical trials by calculating the sample https://www.epigenesys.org.uk/portfolio/sampsize/
iOS iPhone, iPad) size using inputs provided by the user.
Section 4
Steps in Conducting a A PowerPoint presentation that discusses the components of conducting a mixed http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1047&context=d
Scholarly Mixed Methods methods study. berspeakers
Study
CDC Coffee Break: Using A PowerPoint presentation that discusses the components of conducting a mixed https://www.cdc.gov/dhdsp/pubs/docs/cb_july_2012.pdf
Mixed Methods in Program methods study.
Evaluation
Analyzing Quantitative Data Issue brief that discusses how to analyze quantitative data for an evaluation. http://c.ymcdn.com/sites/www.safestates.org/resource/resmgr/evaluation_r
for Evaluations esources_webpage/quantitative_data_evaluation.pdf
Mixed Methods in Program A PowerPoint presentation on mixed method evaluations https://www.cdc.gov/asthma/program_eval/webinar4b/4b_with_notes.pptx
Evaluation
Mixed Method Research A website discusses the components of mixed method http://resourcecentre.foodrisc.org/mixed-methods-research_185.html
Overview of Mixed Methods An online module that provides an overview of mixed method research. https://cirt.gcu.edu/research/developmentresources/research_ready/mixed_
methods/overview
National Bicycle and Provide detailed guidance on how to conduct a pedestrian and bicycle count. http://bikepeddocumentation.org/application/files/7614/6671/7784/NBPD_I
Pedestrian Documentation nstructions_2010.pdf
Project
Pedestrian and Bicycle Data Provides information on how to collect data for pedestrian safety programs. http://www.pedbikeinfo.org/pdf/PlanDesign_Tools_FHWACaseStudies.pdf
Collection in United States
Communities: Quantifying
Use, Surveying Users,
Documenting Facility Extent
Program Evaluation Tip A tip sheet that guides users through the process of developing survey questions. https://www.cdc.gov/dhdsp/programs/spha/docs/constructing_survey_quest
Sheet: Constructing Survey ions_tip_sheet.pdf
Questions
Simple, Inexpensive A journal article that reviews potential sampling methodologies for pedestrian https://dash.harvard.edu/bitstream/handle/1/12638506/PABS-
Approach to Sampling for and bicycle surveys. approach.pdf?sequence=1
Pedestrian and
Bicycle Surveys
Consensus A comprehensive online report that provides information on pedestrian safety http://c.ymcdn.com/sites/www.safestates.org/resource/resmgr/ISW8_Repor
Recommendations for surveillance. t_Final.pdf
Pedestrian Injury
Surveillance: Report from the
Injury Surveillance
Workgroup 8 (ISW8)
Steps for Conducting Focus Provides information on how to conduct an In-depth Interview or a Focus Group http://www.orau.gov/cdcynergy/soc2web/content/activeinformation/resour
Groups or Individual In-depth Discussion ces/soc_focusgroup-indepthinterview_steps.pdf
Interviews
Guidelines for Writing Case A step-by-step guide on how to write a case study. https://awc.ashford.edu/tocw-guidelines-for-writing-a-case-study.html
Studies
How to Analyze a Case Study An online tool that provides guidance on how to analyze a case study http://wps.prenhall.com/bp_laudon_essmis_https://awc.ashford.edu/tocw-
guidelines-for-writing-a-case-
study.html6/21/5555/1422312.cw/content/index.html
HHS Informed Consent FAQs Provides information on the guidelines for informed consent. https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/informed-
consent/
Section 5
The Good Indicators Guide: Provides general guidance on indicators https://www.k4health.org/sites/default/files/TheGoodIndicatorsGuide.pdf
Understanding how to use
and choose indicators
Choosing the Correct Tool to determine the appropriate statistical test for variable types. http://stats.idre.ucla.edu/other/mult-pkg/whatstat/
Statistical Test
Section 6
Evaluation Report Checklist A comprehensive checklist of what should be included in an evaluation report. https://wmich.edu/sites/default/files/attachments/u350/2014/evaluation-
reports.pdf
Data Collection Planning Provides detailed information on how to construct a data matrix http://www.evalu-ate.org/resources/tool-datamatrix/

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Evaluation Guide for Pedestrian Safety

Transtria • Laura Brennan, PhD, MPH, Chief Executive Officer

Advisors to the Authors

Evaluation Guide for Pedestrian Safety Accreditation | 2

Section 3: Evaluation Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Evaluation Guide for Pedestrian Safety Table of Contents | 3

How You Can Use This Guide

Why Evaluation Is Essential

Evaluation Guide for Pedestrian Safety About the Evaluation Guide | 4

Evaluation Guide for Pedestrian Safety About the Evaluation Guide | 5

Pedestrian safety interventions are frequently comprehensive.

Pedestrian safety interventions can also be standalone.

Evaluation Guide for Pedestrian Safety About the Evaluation Guide | 6

Evaluation Guide for Pedestrian Safety About the Evaluation Guide | 7

You’ll enjoy using this

Evaluation Guide for Pedestrian Safety About the Evaluation Guide | 8

Community member • Communicating pedestrian safety concerns

Evaluation Guide for Pedestrian Safety About the Evaluation Guide | 9

Evaluation Guide for Pedestrian Safety Create Your Evaluation Plan | 10

Evaluation Guide for Pedestrian Safety Resource Center | 11

Your evaluation will help to…

Put your feet to the pavement!

Step 1: Convene partners to plan the evaluation

Start your journey!

How to engage partners?

Tip for Success

Example Relationship to pedestrian safety

Source: Adapted from Forum for the Future, https://www.forumforthefuture.org/project/five-capitals/overview.

Generate a list of these individuals or organizations and their assets.

Partner Assessment and Engagement Plan template

Types of Partners Examples Assets

Government agencies • Public health Pedestrian Safety Action Plans

Officesofelectedand • City or County Councils • High visibility “champions”

Tip for Success

Example from the Field

New Orleans, LA partnership profile

NC Watch 4 Me Community and Partner Profiles

Define your population of interest

Example from the Field

NC Watch 4 Me Scaling and Focusing Intervention for Target Populations

Step 3: Consider the intervention stage and corresponding types

A comprehensive formative evaluation can address all of the following:

Type of Evaluation Example Questions Example Types of Documentation

“Downstream” and “upstream” intervention components

Visit Intervention Strategies for a list of potential pedestrian safety strategies.

Step 4: Determine evaluation audiences and the relevance of the evaluation

Examples of how findings will be used

How will findings be used?

Research and evaluation partners:

Policymakers and practitioners:

Step 5: Create a clear, concise purpose statement

From your work in Steps 1-4…

Consider the rangeoffactorsorconditionsaffectingpedestriansafetyinthepopulationofinterest,yourpriorityfactorsand

Tools & Resources

WHO Commission on SDOH

Unnatural Causes documentary

NACCHO Health Equity and Social Justice Committee

RWJ Commission on SDOH

Federal Highway Administration, Office of Safety’s Pedestrian Safety Strategic Plan

Tools & Resources

Evaluation Partner Planning Grid Template

Identify potential needs for training or technical assistance.

Example from the Field

Officesofelectedand • City or County Councils • High visibility “champions”

Consider the rangeoffactorsorconditionsaffectingpedestriansafetyinthepopulationofinterest,yourpriorityfactorsand