The Evidence-Based Project Cycle

The Evidence-Based Project Cycle

Date: 24 March 2021

Time: 12.45 – 14.00 GMT

Register for the Zoom Webinar here: Registration Link


Whilst more attention is being paid to ‘use of evidence’ there remains lack of clarity of what evidence to use and when. The event based policy cycle – which can be applied to policies, programmes, projects and practice – provides a framework for planning the use and production of evidence. The framework identifies the types and sources of evidence to be used in identifying and designing programmes, the role of formative research and evaluation, feedback loops through adaptive learning impact evaluation, the three stages of trials, and accumulating evidence to inform future policy choices. Examples are used from several sectors in several countries.



Howard White, CEDIL Research Director, Campbell Collaboration

Ian Goldman, CLEAR Anglophone Africa


Radhika Menon, Oxford Policy Management



Please note, captions are autogenerated and may contain some mistakes.

Presentation slides:

Slides from Howard White’s Presentations, please download here; Download Link

Slides from Ian Goldman’s Presentation, please download here; Download Link

Q&A answered within Q&A box as typed answer:

Please may i have your guidance on methods to evaluate interventions for COVID-19.

So there are two issues – what evaluation methods can you use in a crisis (need rapid and remote ones) and what health and other impacts of the pandemic there are

Where in the project cycle do experimental methods for IEs fall? Not at the end of the cycle. I ask because evaluators often write proposals to evaluate specific interventions by programmes or projects that are already on-going. I did not see where in the cycle these fall.

Experimental methods are testing options

Do you think that formative research is better than evaluation? Why do  think?

Research asks more open questions – what is the problem and why – evaluation looks at a specific intervention or policy and if it is working or not

Besides outcome monitoring that you mentioned, are there other approaches/frameworks that can guide formative evaluations to enable optimal learning

If you go to the Guide at there is guidance on evaluation questions