Question Set for LASER Alliance Practitioners

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1 Question Set for LASER Alliance Practitioners The aim of the interactive E-Valu-it toolkit is simple: it is intended to help you to design and carry out evaluation so that you can improve the effectiveness of your interventions. E-Valu-it is one part of larger website (www.roadsafetyevaluation.com) which contains lots of information about evaluation, specifically in road safety education, training and publicity (ETP). It is now regularly used by road safety teams across the country. Following the successful launch of the E-valu-it Toolkit, LASER practitioners asked how they could use the toolkit to design evaluations of other interventions and scenarios, not necessarily road safety-related. While the original toolkit questions and examples were written to address the specific needs of road safety practitioners, the following guide will help you to use the toolkit to design evaluations for any kind of intervention, whatever the hazard. Simply print out the revised set of LASER questions and examples and refer to them as you answer the E-valu-it questions online. Remember, the questions in the online toolkit will not have changed, but by using the revised questions and examples you can still get a set of recommendations to suit your work. Anything you type into the toolkit will be saved in your Evaluation Report Template which you can edit at a later date to remove any remaining road safety references. In this LASER question set the specific road safety references and examples have been replaced 1 with a more relevant LASER example (in blue) based on a water safety scenario at a fictional temporary LASER event. In the example, one of the known hazards for children is playing by canals and waterways. This is simply to give you an idea how to complete the questions. Some of the questions have a list of possible answers, some of which are specific to road safety. Where none of the examples fit your intervention, then please use Other and add the detail in the text box below. Anything you add here will appear in your Evaluation Report Template at the end, which you will be able to edit at a later date, so this can be in note form, or more detailed information, as you prefer. RoSPA are grateful to the following people for helping to develop this amended question set: LASER practitioners: Caroline Booth (The Resource Bank), Clyde Evans (Hampshire FRS) and Victoria Burrows (DangerPoint) Cassius Francis (RoSPA Youth Liaison Worker & LASER Alliance Coordinator) Dr Jenny McWhirter 1 You can see the road safety references that have been replaced in LASER E-valu-it Question Set 2013 showing changes. 1

2 Before You Begin It will be useful to have a clear idea of the aims and objectives of your intervention. Questions about aims and objectives are compulsory and although you can skip these questions and go on, E-Valu-it will not be able to generate any recommendations unless you complete these. We also recommend you complete a logic model for your intervention: This will help you to summarise the key information about your intervention, what you will actually do and what you expect the outcomes to be. Having this information to hand will enable you to complete the online question set more quickly. There are 19 questions in all, some of which have more than one component. This may seem like a lot but you can save your work and return to it at another time. All your responses will appear in the report template, saving you time at the writing up stage, so it is worth persevering. 2

3 LASER Question Set Only to be used in conjunction with the E-valu-it Toolkit at Q.1. What is the local safety issue that your intervention is intended to address? (For example: Children playing by canals and waterways). Please give details: For example: Children are at risk of drowning in canals which are close to high density housing in the community. Q.2. Why have you chosen to focus on this specific issue? (i.e. how can you demonstrate that there is a need for an intervention?) Please select all that apply and provide details of your selection(s) in the box provided. Tick Other if none apply and add information in the box provided. Anecdotal observation Systematic observation Research and evaluation reports Complaints from the public Local knowledge Casualty data Demographic data Public consultation There is no evidence yet Other Please give details: For example: 3 local teenagers have drowned in canals and waterways in the last 10 years. (NHS data; WAter Incident Database - WAID ) 3

4 Q3. What elements does your intervention include? Please select all that apply and provide details of your selection(s) in the box provided. Tick Other if none apply and add information in the box provided. Large scale presentation (e.g. Theatre in education; LASER event or scenario) Small scale presentation (e.g. Presentation to a classroom of school children) Training courses (e.g. Staff or volunteer training) Stands at public events or in public places Poster campaign Leaflet campaign Web-based publicity (e.g. YouTube video clip) Website E-learning Bus-back advertising Diversionary measure (e.g. alternative leisure activity) Radio advertising TV advertising Cinema advertising Self-selecting training (e.g. alternative leisure activity) One-to-one advice and training SMS messaging Other e.g. workbooks Please give details: For example: Scenario at Safety Centre plus leaflets advertising swimming lessons at the leisure centre to take home after the event. Q.4. What information do you have to support your chosen intervention? (i.e. why do you think your particular intervention approach will be effective in addressing the specific issue identified in question 3?) Please select all that apply and provide details of your selection(s) in the box provided. Tick Other if none apply and add information in the box provided. Continuation of existing practice Replication of an intervention practice elsewhere Research and evaluation reports Internal or external audit report Professional/expert advice There is no information yet Other 4

5 Please give details: Review of previous scenario revealed it did not include practising rescue skills. Low take up of swimming sessions at local supervised pool. Q5. Have you identified aims for your intervention? Yes No Q5a. What and who do you hope to change by your intervention? Your aim should relate to a measurable outcome. For example, the aim could be to: Reduce the number of children (the who) who play unsupervised by the waterways (the what), or Increase the number of children in Year 6 (the who) who can throw a float attached to a line to someone in trouble in the water (the what), or Increase the attendance at the leisure centre in the school holidays (the what) of year olds (the who), or a combination of these. Please give details: Q.5b. By when do you hope to achieve your aim(s)? For example: By the end of July each summer from 2013 to 2015 (3 groups). Please give details: Q.6. Have you identified objectives for your intervention? Yes No 5

6 Q6a. Please state your objectives. Your objectives should be very specific, realistic measurable and time based, and are the how of your intervention how you intend to achieve your aims. For example: To increase children s understanding of the risks of playing by deep water through a scenario at a temporary LASER event, by the end of July To increase Year 6 children s knowledge about how to keep themselves safe while helping someone in trouble in the water by the end of July 2014, and: To improve Year 6 children s rescue float throwing skills by end July To increase the knowledge of year olds about the activities available at their local leisure centres by the end of August To observe an increase in the number of year olds registered at local leisure centres by the end of August Q7. Is your intervention delivered alone or in conjunction with engineering interventions (This means structural solutions such as fences or barricades) and/or enforcement interventions (This means penalties for not following the rules established to improve safety)? (please select one) NB Most LASER scenarios will include neither engineering nor enforcement unless they are part of a wider programme. Engineering interventions Enforcement interventions Neither engineering nor enforcement interventions Both engineering and enforcement interventions Q8. Does your intervention consist of a single type of intervention or is it a programme of interventions? (please select one) Stand-alone intervention (e.g. a scenario at the LASER event) Programme of interventions (e.g. a scenario at the LASER event plus discount vouchers for the leisure centre) Q9. Approximately how many people will be exposed to your intervention? For example: How many children will take part in the scenario during the entire programme? For example: 600 per year (1800 over the three year period) will be invited to attend the scenario and receive vouchers. This helps you to target your intervention. (Please enter number) 1800 Don t Know 6

7 Q10. Of those, how many do you realistically expect to actively engage with the intervention? For example: Some children will be absent on the day so we do not expect full attendance. (Please enter number) Don t Know Q11. Of those actively engaged how many do you expect to influence? (Please enter number). For example (based on the 1500 entered in answer to Question 10): 1000 of the children who attend will know how to keep themselves safe while helping others in the water, [enter 1000 in the box below], or Half of the 1500 children who attend will be competent at throwing a rescue rope and float 2 metres [enter 750 in the box below], or One quarter of the children who attend will enrol at their local leisure centre over the school summer holidays, [enter 375 in the box below], 750 Don t Know Q12. Start date of the intervention: (dd/mm/yy) Q13. End date of the intervention: (dd/mm/yy) Not Known Q14. What do you expect the total financial cost of the intervention to be? [N.B. if you are evaluating one scenario, include just the cost of this activity it could be a proportion of the total budget for the whole LASER event. Don t Know 7

8 Q14a. Does this financial cost include staff time? Yes No Q14b. What proportion of the total budget for the intervention are you expecting to spend on its evaluation? (Please select one) Zero % 1-4 % 5-10 % More than 10% Don t Know Q15. Who is going to lead your evaluation? (Name and role) Q16. Does anyone within your team, or a partner agency, have experience with statistical analysis? (Please select one) Yes No Q17. What is the purpose of the evaluation? (Think about what you intend to use the results for). (Please select one) To improve the intervention To show the effectiveness of the intervention Both Q18. What stage are you at in planning your intervention? (Please select one) Planning Planned but not delivered Delivering Delivered 8

9 There are three ways to measure progress towards your aim. Please read through the following options and decide which type of indicator you intend to use to answer Q19. In the example below remember that the aim of the intervention was: To increase the number of children in Year 6 who can throw a rescue float attached to a line to someone in trouble in the water. The objective was: To increase children s knowledge about safe actions to take when they see someone in trouble in the water. Option 1: Monitoring indicator. For example: The number of children who attend the scenario. Option 2: Short-term outcome: For example: Are children more knowledgeable about what to do if someone falls into the water? Option 3: Long-term Outcome: For example: Can more children successfully throw a rescue rope and float 2 metres, while holding on to the rope, when tested at school 2 weeks after the LASER event? Q19. How do you intend to measure progress towards your aim? (You can select more than one) Option 1: Monitoring Indicator Option 2: Short-term Outcome Option 3: Long-term Outcome Q19 (1a). Please describe the data you will use for monitoring: For example: For example: Attendance data Q19 (2a). Please describe the data you will use for your short-term outcome. For example: Quiz questions to test children s knowledge about what to do if they see someone in trouble in the water, before and after the event, collected on the day. Q19 (2b). How can the data tell you if you have achieved your aim? This is your theory of change. Improvements in children s knowledge about how to keep safe while helping others is a precursor of actual behaviour. 9

10 Q19 (2c). What is your baseline for your short-term outcome? For example: No baseline data before 2013 event. However, it might be possible to sample their ability before the event, in which case it can be reported here. Q19 (2d). By how much do you hope to change the situation you are measuring in the short-term outcome? For example: After the scenario 90% of children will know how to keep themselves safe while helping others in trouble in the water. If there was baseline data, this should be at least 20% above the number who knew the correct answers before taking part in the scenario. Q19 (3a). Please describe the data you will use for your long-term outcome. Sample of pupils ability to throw a rescue rope and float after the 2013 event. Q19 (3b). What is your baseline for your long-term outcome? For example: No baseline data before 2013 event. However, it might be possible to sample their ability before the event, in which case it can be reported here. Q19 (3c). By how much do you hope to change the long-term outcome you are measuring? For example: From 2013 sample data, an increase to half of all children attending able to throw a rescue rope and float after the LASER event. Only to be used in conjunction with the E-valu-it Toolkit at: 10

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