পদ্ধতির তুলনা করুন

	প্রোগ্রাম মূল্যায়ন	শিক্ষাগত অ্যাকশন রিসার্চ
ক্ষেত্র	ক্ষেত্র পদ্ধতি	ক্ষেত্র পদ্ধতি
পরিবার	Process / pipeline	Process / pipeline
উদ্ভবের বছর	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1940s (Lewin); educational context developed 1970s–1980s
প্রবর্তক	Michael Scriven; Daniel Stufflebeam; Peter Rossi	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
ধরন	Applied evaluation methodology	Participatory qualitative research design
মৌলিক উৎস	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
অপর নাম	evaluation research, program assessment, educational evaluation, systematic program evaluation	EAR, practitioner research, teacher action research, classroom action research
সম্পর্কিত	3	6
সারসংক্ষেপ	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.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.