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| Ориентиран към оценката многостепенен смесен дизайн× | Оценка на програми× | |
|---|---|---|
| Област≠ | Дизайн на изследването | Полеви методи |
| Семейство | Process / pipeline | Process / pipeline |
| Година на възникване≠ | 2000s–2010s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Създател≠ | Donna M. Mertens; John W. Creswell & Vicki L. Plano Clark (systematization) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Тип≠ | Mixed methods evaluation design | Applied evaluation methodology |
| Основополагащ източник≠ | Mertens, D. M. (2010). Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods (3rd ed.). Sage. ISBN: 978-1412975551 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Други названия | multilevel mixed methods evaluation, hierarchical mixed methods evaluation, MLM mixed methods, nested mixed methods evaluation | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Свързани≠ | 2 | 3 |
| Резюме≠ | Evaluation-oriented multilevel mixed methods is a research design that combines quantitative and qualitative data across hierarchically nested levels of an organization or system — such as students within classrooms within schools — to evaluate a program, policy, or intervention. By capturing outcomes, processes, and contextual factors simultaneously at each level, this design produces richer evaluative inferences than either purely statistical multilevel models or single-level qualitative evaluations alone. | 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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