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Commonly used models

In this step you will learn about additional models that are available as useful frameworks for cultural evaluation.

In addition to the logic model, additional models have been refined for use in particular circumstances and are commonly adopted and adapted as useful frameworks for cultural evaluation. 

Some make a distinction between short-term, immediate impact and more lasting change over time. Some focus on achieving stated goals, while others focus on capturing more open-ended outcomes and learning. 
As well as these adapted logic models, there are also a lot of popular scales and other pre-defined indicators (such as arts council outcomes) – which you can incorporate within a framework.

Commonly used models

Refer to the Evaluation Models Commonly Used in the Cultural Sector attached in the downloads section below. 
These models might be useful in helping you think through the cause and effect chain or identify outcomes. The tool or model you choose should be guided by the nature of the project and the purpose of the evaluation. You don’t necessarily need a complex model. Keeping it simple may help you to think more clearly about learning priorities.

Research questions and evidence

Outlining the logic model will help you identify the research questions at the heart of the evaluation. Your questions might be about aims, process and/or impact: 
  • Were goals met? 
  • How effective was the process/activities?
  • What were the short-term impacts, longer-term outcomes, intended or otherwise?
  • What was the cause of certain effects?
Once you have identified critical questions, you can start thinking about what evidence and data will help you answer them. 

Comment

  • What models are you aware of/have you used? 
  • What were their strengths and weaknesses? 
Share and discuss your thoughts with other learners in the Comments section. Are there any models other learners have used that you’ve used in a different context?
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Evaluation for Arts, Culture, and Heritage: Principles and Practice

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