What is a reasonable evaluation ask?
Five lessons for grant-makers from community programmes
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Funders need evidence, but overly burdensome evaluation requirements can undermine both delivery and learning.
Based on NPC’s evaluation of Macmillan Cancer Support’s Cancer Champions programme, this report explores how grant-makers can design monitoring, evaluation and learning approaches that are responsive, relationship-centred and grounded in the realities of community programmes.
It concludes with a practical checklist for setting reasonable monitoring, evaluation and learning (MEL) expectations.
Five key lessons for grant-makers
1. Proportionate evaluation must change over time
A reasonable MEL ask isn’t fixed at the start of a programme. Begin with lighter-touch requirements and increase expectations as relationships, evidence and delivery maturity develop.
2. Language and timing matter
The words used to describe evaluation activities can influence participation. Accessible, everyday language and well-timed requests for feedback can improve engagement and generate richer insights.
3. Relationship-centred programmes need relationship-centred evaluation
In trust-based programmes, learning is often generated through ongoing conversations rather than formal data collection. Evaluation approaches should reflect how change happens in practice.
4. Different contexts require different approaches
A one-size-fits-all approach rarely works. Evaluation methods and expectations should be flexible enough to reflect different communities, delivery models and local realities.
5. Co-design must be ongoing and timed well
The most useful evaluation approaches evolve over time. Building in regular opportunities to review, adapt and sense-check methods with delivery partners leads to better learning and stronger relationships.
Download the report to explore each lesson in detail, alongside a practical checklist for funders designing proportionate MEL requirements.
What is a reasonable evaluation ask
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