Vertaile menetelmiä
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| Aikasarjojen katkosanalyysi (Interrupted Time Series, ITS)× | Ohjelman arviointi× | |
|---|---|---|
| Tieteenala≠ | Kausaalipäättely | Kenttämenetelmät |
| Menetelmäperhe≠ | Regression model | Process / pipeline |
| Syntyvuosi≠ | 2002 | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Kehittäjä≠ | Wagner, Soumerai, Zhang & Ross-Degnan (segmented regression); Bernal, Cummins & Gasparrini (tutorial) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Tyyppi≠ | Quasi-experimental segmented regression | Applied evaluation methodology |
| Alkuperäislähde≠ | Bernal, J. L., Cummins, S., & Gasparrini, A. (2017). Interrupted time series regression for the evaluation of public health interventions: a tutorial. International Journal of Epidemiology, 46(1), 348-355. DOI ↗ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Rinnakkaisnimet≠ | ITS analysis, segmented regression of time series, Kesintili Zaman Serisi (ITS) Analizi | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Liittyvät≠ | 5 | 3 |
| Tiivistelmä≠ | Interrupted Time Series analysis is a quasi-experimental design that estimates the effect of a single, well-dated intervention by comparing the trajectory of an outcome before and after it occurs. Formalised as segmented regression by Wagner and colleagues (2002) and popularised as a public-health evaluation tutorial by Bernal, Cummins and Gasparrini (2017), it separates the intervention's impact into a change in level and a change in slope. | 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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