Σύγκριση μεθόδων

	Αξιολόγηση Προγράμματος	Ανάλυση Προγράμματος Σπουδών	Έρευνα Βασισμένη στον Σχεδιασμό	Εκπαιδευτική Έρευνα Δράσης
Πεδίο	Μέθοδοι Πεδίου	Μέθοδοι Πεδίου	Μέθοδοι Πεδίου	Μέθοδοι Πεδίου
Οικογένεια	Process / pipeline	Process / pipeline	Process / pipeline	Process / pipeline
Έτος προέλευσης	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1949 (Tyler); 1980s–2000s (Posner's analytic framework)	1992	1940s (Lewin); educational context developed 1970s–1980s
Δημιουργός	Michael Scriven; Daniel Stufflebeam; Peter Rossi	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)	Ann L. Brown and Allan Collins (independently, 1992)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Τύπος	Applied evaluation methodology	Qualitative / mixed document analysis	Interventionist qualitative-quantitative mixed methodology	Participatory qualitative research design
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	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.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Εναλλακτικές ονομασίες	evaluation research, program assessment, educational evaluation, systematic program evaluation	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal	DBR, design research, design experiment, educational design research	EAR, practitioner research, teacher action research, classroom action research
Συναφείς	3	6	6	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.	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.	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.