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Esamina i metodi selezionati fianco a fianco; le righe che differiscono sono evidenziate.
| Valutazione di programma basata sul campo× | Osservazione in Classe× | |
|---|---|---|
| Campo | Metodi sul campo | Metodi sul campo |
| Famiglia | Process / pipeline | Process / pipeline |
| Anno di origine≠ | 1970s–1980s (field methods integration with evaluation practice) | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s |
| Ideatore≠ | Michael Q. Patton; Peter H. Rossi and Howard E. Freeman | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) |
| Tipo≠ | Applied evaluation research | Qualitative and quantitative observational research |
| Fonte seminale≠ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage Publications. ISBN: 978-0761908944 | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ |
| Alias | naturalistic program evaluation, field evaluation, on-site program evaluation, field-based evaluation | classroom observation research, structured classroom observation, instructional observation, lesson observation |
| Correlati | 6 | 6 |
| Sintesi≠ | Field-based program evaluation is an applied research method that assesses the implementation, outcomes, and value of a program by collecting data directly in the natural setting where the program operates. Rather than relying solely on administrative records or remote surveys, evaluators embed themselves in the field — observing activities, interviewing stakeholders on-site, and reviewing context-specific documents — to produce evidence-grounded judgments about program merit and worth. | Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice. |
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