Part III Human rights education in practice 8.2.1. Criteria for evaluation Common criteria used to evaluate human rights education activities are listed below. While not all of these criteria will be applicable to every activity, they provide a guide. Relevance Does the activity align with the priorities of the participant group and other applicable stakeholder groups? Appropriateness Does the activity align with the characteristics of the participants and the context in which it is implemented? Effectiveness How well have the objectives and outcomes of the activity been achieved? Efficiency Is the effort and resourcing that has gone in to planning, designing and implementing the activity appropriate to the level of impact it may have? Impact How well has the activity contributed to the overall human rights objective? Sustainability Will the outcomes of the activity be lasting once the activity has come to an end?137 8.2.2. Methods of evaluation There are three broad types of evaluation: self-evaluation, peer evaluation and external evaluation. Any or all of these types of evaluation may be used on their own or in combination with the others. In deciding whether to use a self-evaluation, peer or external process, or a combination, it is important to consider: • the purpose of the evaluation • the scope, length and complexity of the activity • the experience and knowledge of the educators • whether there are external stakeholders or funders requiring accountability • whether the activity would benefit from an independent or fresh perspective • whether there is a need to “triangulate” information (i.e. to validate the evaluation findings by using more than one source or using more than one method). As a rule, more attention is given to evaluating more complex and externally accountable activities. In a multifaceted activity, self-evaluation can be effectively complemented by, and contribute to, peer evaluation and external evaluation. Appendix 8 includes a breakdown of self-evaluation, peer evaluation and external evaluation and their advantages and disadvantages. There are many evaluation methods available and deciding which one to use can be daunting. The task of the educator is to develop an evaluation method that is appropriate to the activity type, objective/ outcome, context and resource availability. Some of these are listed below. Case study An account of an event or experience that is analysed to understand a real-life situation. Diarying A written record of significant activities, events or processes that occur during the life of the activity. It gives information about the activity and the participants’ experience of it. 137 This criterion is more appropriate to longer in-depth activities. Chapter 8: Evaluating human rights education | 77