Σύγκριση μεθόδων

	Αξιολόγηση Προγράμματος	Ανάλυση Προγράμματος Σπουδών
Πεδίο	Μέθοδοι Πεδίου	Μέθοδοι Πεδίου
Οικογένεια	Process / pipeline	Process / pipeline
Έτος προέλευσης	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1949 (Tyler); 1980s–2000s (Posner's analytic framework)
Δημιουργός	Michael Scriven; Daniel Stufflebeam; Peter Rossi	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)
Τύπος	Applied evaluation methodology	Qualitative / mixed document analysis
Θεμελιώδης πηγή	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944	Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899
Εναλλακτικές ονομασίες	evaluation research, program assessment, educational evaluation, systematic program evaluation	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal
Συναφείς	3	6
Σύνοψη	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.	Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education.