RBM 101 Quiz – ICN Courses

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Question 1 of 24

1. Question

1. What is a theory of change? (Select all that apply)

A theory of change is a representation of why and how a project or programme is expected to lead to the desired results.
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A theory of change is a representation of how a project or programme is expected to lead to the desired results.
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A theory of change is an approach to managing change within an organization.
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A theory of change describes an understanding of the overall strategic framework of the project or programme (the big picture).
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A theory of change is a set of guidelines for how to make changes in program plans and activities.
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A theory of change can take many forms.
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Question 2 of 24

2. Question

2. What is important to do when an organization starts a project?

Brainstorm activities
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Consult with stakeholders involved in the project
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Select a project manager
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Question 3 of 24

3. Question

3. What are results? (Select all that apply.)

Results are observable and describable changes.
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Results can be measured.
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Results are changes that can be attributed to an identified cause-and-effect relationship.
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Results are indicators signalling how well an activity is doing.
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Results can only be positive and predictable.
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Question 4 of 24

4. Question

4. Results can relate to changes in: (Select all that apply)

State
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Situation
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Behaviour
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Attitude
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Function
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Capacity
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Practice
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Question 5 of 24

5. Question

5. A result statement typically starts with… (Select all that apply)

increased
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approved
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decreased
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improved
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enhanced
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controlled
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on target
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reduced
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strengthened
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Question 6 of 24

6. Question

6. Can an indicator include a target?

Yes, always
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No, never
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Sometimes, depending on the context
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I don’t know
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Question 7 of 24

7. Question

7. A result statement describes who is affected by a change and where.

True
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False
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I don’t know
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Question 8 of 24

8. Question

8. In RBM, what are the main levels of results identified in the logic model, from highest level to lowest? (Select all that apply)

Impacts, outcomes, and outputs
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Outcomes, impacts, and outputs
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Outputs, outcomes and impacts
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Ultimate outcomes, intermediate outcomes, immediate outcomes, and outputs
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Question 10 of 24

10. Question

10. When should gender equality, inclusion, and other cross-cutting issues be considered in the RBM project cycle?

At the very beginning, when defining the theory of change and logic model.
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When defining the indicators.
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After implementing the activities.
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At every stage of the project cycle.
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Question 11 of 24

11. Question

11. What are key elements to consider while integrating gender equality and inclusivity in your project cycle? (Select all that apply)

The social roles of people with diverse and intersecting identities.
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Discriminatory social norms and stereotypes.
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Differences in people’s access to resources and benefits.
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Differences in access to and influence over decision making.
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The different ways diverse people and groups are treated by laws, policies, and institutions.
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Differing needs, priorities, and circumstances of different groups and individuals.
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Question 12 of 24

12. Question

12. What is a logic model in RBM? (Select all that apply)

A management tool.
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A tool used to facilitate the planning of a development intervention.
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A tool used to facilitate the execution of a development intervention.
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A tool used to facilitate the evaluation of a development intervention.
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A tool used to facilitate the learning activities based on a development intervention.
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A tool used to facilitate the monitoring and reporting of data associated with an intervention.
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Question 13 of 24

13. Question

13. To build a logic model, what do you start with?

The long-term impact you want your project to advance or contribute to
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The activities you want to implement
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The resources your project has at its disposal
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Question 14 of 24

14. Question

14. How do you test the causal relationship between the levels of a logic model?

Using the “IF/THEN” test.
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Using the “WHY/HOW” test.
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Using the performance measurement framework (PMF) tool.
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Using monitoring data.
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Question 15 of 24

15. Question

15. What is monitoring in RBM and what purpose does it serve? (Select all that apply)

It’s an ongoing process of collecting information to measure progress.
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It lets us know whether we are doing what we planned.
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It lets us know how well we are using resources such as time and money.
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It helps us figure out what works and what does not, so we can adjust our activities and plans.
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It's a process of reflecting deeply on project results and the processes used to achieve them.
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Question 16 of 24

16. Question

16. What purpose do indicators serve in RBM? (Select all that apply)

They help measure progress over time.
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They provide evidence that a result has been achieved or is progressing towards achievement.
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They are a means of measuring actual results against planned results in terms of quality, quantity and timeliness.
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They are like “signals” that help measure results and reveal progress of specific objectives.
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Question 17 of 24

17. Question

17. What type of indicators measure the “number of, frequency of, percentage of, ratio of, variance with, median of, mode of, and average of”?

Quantitative indicators
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Qualitative indicators
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Progress indicators
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Ratio indicators
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Question 18 of 24

18. Question

18. What type of indicators measure the “congruence with, existence of, type of, quality of, extent of, level of, and degree to which”?

Quantitative indicators
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Qualitative indicators
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Progress indicators
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Ratio indicators
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Question 19 of 24

19. Question

19. Breaking down an indicator according to a significant category or characteristic, such as gender, income level, disability, geography/location, age, ethnicity, or other variables is called…

benchmarking
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disaggregation
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disintegration
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segregation
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Question 20 of 24

20. Question

20. At what levels are indicators defined?

Indicators are defined at each results level: impact, outcome, and output.
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Indicators are defined at the impact and outcome levels.
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Indicators are defined at the impact level only.
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Indicators are defined at the outcome level only.
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Question 21 of 24

21. Question

21. What columns would you find in a performance measurement framework (PMF)? (Select all that apply)

Expected Results
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Indicators
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Baselines
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Analysis
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Targets
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Data Sources
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Data Collection Methods
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Frequency
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Responsibility
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Question 22 of 24

22. Question

22. What does a good results-based report contain? (Select all that apply)

Progress towards achieving results.
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Change that has occurred because of the interventions implemented.
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A demonstration of the link between activities and actual results, on each level of the logic model, using indicators.
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Challenges faced.
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Proposed solutions or mitigating strategies.
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Question 23 of 24

23. Question

23.What are the main objectives of learning activities within the context of an RBM approach? (Select all that apply)

Making adjustments before the end of a project to make it more efficient, effective, and appropriate to implementation realities.
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Sharing, analyzing, and using the collected data to inform implementation and planning.
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Improving performance in the most effective and appropriate ways.
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Providing training to project team members on monitoring and evaluation.
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Informing donors and other partners about progress made by a project.
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Question 24 of 24

24. Question

24. What is the purpose of RBM?

It is a management approach designed to improve project and program design, implementation, monitoring, learning, reporting, and accountability in any project or program in any sector or sphere.
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It is a management approach designed to link project results to project costs.
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It is an accountability system designed to keep stakeholders informed of project progress in real time.
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