قارن الطرق

	تقييم البرامج الميداني	الملاحظة الصفية
المجال	الأساليب الميدانية	الأساليب الميدانية
العائلة	Process / pipeline	Process / pipeline
سنة النشأة	1970s–1980s (field methods integration with evaluation practice)	1960s (Flanders Interaction Analysis); refined through 1990s–2000s
صاحب الطريقة	Michael Q. Patton; Peter H. Rossi and Howard E. Freeman	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)
النوع	Applied evaluation research	Qualitative and quantitative observational research
المصدر التأسيسي	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage Publications. ISBN: 978-0761908944	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.
الأسماء البديلة	naturalistic program evaluation, field evaluation, on-site program evaluation, field-based evaluation	classroom observation research, structured classroom observation, instructional observation, lesson observation
ذات صلة	6	6
الملخص	Field-based program evaluation is an applied research method that assesses the implementation, outcomes, and value of a program by collecting data directly in the natural setting where the program operates. Rather than relying solely on administrative records or remote surveys, evaluators embed themselves in the field — observing activities, interviewing stakeholders on-site, and reviewing context-specific documents — to produce evidence-grounded judgments about program merit and worth.	Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice.