Comparer des méthodes

	Évaluation de programme basée sur des documents	Analyse du curriculum
Domaine	Méthodes de terrain	Méthodes de terrain
Famille	Process / pipeline	Process / pipeline
Année d'origine	1960s–1970s (program evaluation field); document review as formal strategy codified in 1980s–1990s	1949 (Tyler); 1980s–2000s (Posner's analytic framework)
Auteur d'origine	Daniel Stufflebeam; Peter Rossi and Howard Freeman (systematic program evaluation tradition)	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)
Type	Evaluation research design	Qualitative / mixed document analysis
Source fondatrice	Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation Theory, Models, and Applications. Jossey-Bass. ISBN: 978-0787908331	Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899
Alias	documentary program evaluation, records-based evaluation, document review evaluation, archival program evaluation	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal
Apparentées	6	6
Résumé	Document-based program evaluation is a systematic approach to assessing a program's design, implementation, and outcomes using existing documentary evidence — such as policy statements, implementation reports, budgets, meeting minutes, and program artifacts — rather than primary data collection through interviews or observation. It is particularly suited to retrospective evaluations, accountability reviews, and contexts where direct fieldwork is impractical or infeasible.	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.