Guideline Papers


In line with its strategic objectives, CEDIL has produced guidelines to improve the design, implementation and use of evaluations. These guidelines are currently being piloted. They will be revised based on lessons learned during the design and implementation of CEDIL-financed research projects.

Feedback on the guidelines can be sent to

CEDIL guidelines on impact evaluation that are sensitive to disability

These are simple recommendations on the inclusion of data on disability for researchers conducting evidence syntheses and primary studies.
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CEDIL stakeholder engagement and evidence use plan

Studies commissioned by the Centre of Excellence for Development Impact and Learning (CEDIL) are expected to be relevant for decision-making within DFID and for the broader development community. Depending on the type and focus of the study, it could be relevant for decision-making at the local, sub-national, national and global levels. Experiences across the worldshowthatthe use of evidence to inform decision-making is facilitated by planning for engagement with policymakers,practitioners, research commissioners, evaluatorsand other key stakeholders…
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CEDIL Guidelines for good impact evaluation practice

These guidelines are directed to policy practitioners, commissioners and researchers to inform the implementation, assessment, and understanding of impact evaluations. The largely draw on a CEDIL inception paper on conducting successful impact evaluations (Masset et al., 2018).
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Conduct and reporting of mixed methods in quantitative impact evaluations

Impact evaluation is intended to address the question of effectiveness, i.e. what difference the programme made to the outcomes of interest. This analysis is usually done using a large n statistical design, such as randomized controlled trials. There is growing recognition that the use of mixed methods in impact evaluations can add value in various ways, allowing the study to address additional questions about programme design and implementation and thus why programmes work (or not)…
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