Сравнение на методи
Прегледайте избраните методи един до друг; редовете с разлики са откроени.
| Критична програмна оценка× | Оценка на програми× | |
|---|---|---|
| Област | Полеви методи | Полеви методи |
| Семейство | Process / pipeline | Process / pipeline |
| Година на възникване≠ | 1970s–1990s (deliberative democratic strand formalised ~1999; transformative paradigm ~2009) | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Създател≠ | Ernest House, Ken Howe, Donna Mertens (transformative/deliberative democratic evaluation traditions) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Тип≠ | Qualitative/mixed-methods evaluation approach | Applied evaluation methodology |
| Основополагащ източник≠ | Mertens, D. M. (2009). Transformative Research and Evaluation. Guilford Press. ISBN: 978-1606230787 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Други названия | critical evaluation, emancipatory evaluation, critical-emancipatory program evaluation, transformative evaluation | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Свързани≠ | 4 | 3 |
| Резюме≠ | Critical program evaluation is an approach to assessing programs that integrates critical theory with standard evaluation methods. It moves beyond measuring whether a program met its stated objectives to interrogating whose interests the program serves, how power and privilege shape its design and outcomes, and whether it advances or hinders equity and social justice. The approach draws on deliberative democratic evaluation (House and Howe) and the transformative paradigm (Mertens), treating evaluation as an inherently value-laden, politically situated practice. | Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes. |
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