Once measurable objectives and priority assumptions have been defined, investigators can make plans for evaluation based on specific criteria and indicators.

Criteria are technical standards that can be used as the basis for making judgments about the quality of a curriculum, intervention, or other project component. For example, criteria for a curriculum might include whether it has measurable learning objectives or the quality of support and training provided to educators in the use of participatory learning methods.

Indicators are quantified measurements that can be repeated over time to track progress toward the achievement of objectives. Most indicators are expressed as rates or proportions, and include a numeric numerator and denominator. Selection of indicators should be based on their:

1. Reliability – the extent to which indicator measurements are consistent and dependable across applications or over time

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2. Sensitivity – the likelihood of change within a reasonable time period and as a result of successful project implementation without undue influence of extra-project factors

3. Utility – the ability to produce data that can be easily interpreted

4. Usefulness – specifically in guiding project change

In addition, only those indicators that can be measured with available project resources should be selected.