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Splash and Ripple Framework

The Splash & Ripple framework has been an important guide throughout my career. It was my first introduction to program evaluation. I was working on a project for a nonprofit and the foundation that provided the funding required an outcomes-based assessment as evidence that their money was being well spent. I followed the guide closely as I drafted and executed and evaluation framework. Almost ten years later I still refer back to Splash & Ripple.

This guide has been published and republished in different formats by various organizations. The various editions of this framework can be found on different nonprofit and government websites. The popularity of it is due to the straightforward description of the language of evaluation. It offers clear explanations of key terms like inputs, activities, outputs, outcomes, and indicators. It is particularly helpful to nonprofits with small staff and budgets attempting their first outcomes-based evaluation to meet their reporting requirements.

The metaphor of a pebble being dropped in water is used to frame evaluation. The activity or project or program is like the act of dropping the pebble. There is an initial splash (outputs) that create ripples (outcomes and impact) throughout the water.

Coyne, K., & Cox, P. (2008). Splash & ripple: Using outcomes to design & manage community activities (4th ed.). Calgary, AB: Plan:Net Limited and Strathcona Research Group.

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Gathering a Bundle for Indigenous Evaluation

Cultural competence is important in program evaluation. It is important that evaluation is conducted in a respectful manner that encourages buy-in and participation of the staff, participants, and community members. Cultural awareness in evaluation is critical to ensuring a fair and accurate evaluation is conducted.

The Truth and Reconciliation Commission (TRC) was formed to address the injustices of over 150 years of residential schools on Canada’s first peoples.   The Truth and Reconciliation Commission of Canada: Calls to Action include a number of steps Canadian society should take towards reconciliation. In particular, the categories of education, professional development, training for public servants, education for reconciliation, and youth programs require the participation of educators. This means that there is a lot of work to be done in Canada towards reconciliation and consequently evaluation in education will likely include questions about Indigenous topics. Canadian universities for example have made commitments towards reconciliation. The University of Manitoba where I work has included an emphasis on Indigenous content and achievement in its Strategic Plan.

Na-gah mo Waabishkizi Ojijaak Bimise Keetwaatino: Singing White Crane Flying North: Gathering a Bundle for Indigenous Evaluation is an excellent guide and highlights a unique approach. This  resource is written for working with Indigenous people but many of the broader themes apply to all audiences. The methods explored could be adapted to general audiences and still lead to rich qualitative data important to evaluation projects.

The bundle recognizes the importance of grounding evaluation within the cultural context it is occurring in. There is an emphasis on qualitative methods that are flexible and more holistic to ensure culturally significant impacts are not lost. The first half of the document provide a solid theoretical perspective that challenges traditional views of assessment and evaluation. The latter half describes what this looks like in action. There is an example of a story-telling sharing circle exercise that uses art and a tree metaphor to collect qualitative data.  

Rowe, G., & desLibris – Documents. (2018). Na-gah mo waabishkizi ojijaak bimise keetwaatino Canadian Centre for Policy Alternatives. Retrieved from https://www.policyalternatives.ca/sites/default/files/uploads/publications/Manitoba%20Office/2018/03/Gathering_A_Bundle_for_Indigenous_Evaluation.pdf