Porovnat metody

	Hodnocení programů	Design-Based Research
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1992
Tvůrce	Michael Scriven; Daniel Stufflebeam; Peter Rossi	Ann L. Brown and Allan Collins (independently, 1992)
Typ	Applied evaluation methodology	Interventionist qualitative-quantitative mixed methodology
Původní zdroj	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Další názvy	evaluation research, program assessment, educational evaluation, systematic program evaluation	DBR, design research, design experiment, educational design research
Příbuzné	3	6
Shrnutí	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.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.