Salīdzināt metodes

	Dalības programmas izvērtēšana	Darbības izpēte	Izglītības darbības pētījums	Programmu novērtēšana
Nozare	Lauka metodes	Kvalitatīvie pētījumi	Lauka metodes	Lauka metodes
Saime	Process / pipeline	Process / pipeline	Process / pipeline	Process / pipeline
Izcelsmes gads	1992 (formal articulation); roots in participatory action research of the 1970s–1980s	1946	1940s (Lewin); educational context developed 1970s–1980s	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)
Autors	J. Bradley Cousins & Lorna Earl (formalization); Michael Q. Patton (utilization-focused lineage)	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Michael Scriven; Daniel Stufflebeam; Peter Rossi
Tips	Applied evaluation approach	Method	Participatory qualitative research design	Applied evaluation methodology
Pirmavots	Cousins, J. B., & Earl, L. M. (1992). The case for participatory evaluation. Educational Evaluation and Policy Analysis, 14(4), 397–418.	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944
Citi nosaukumi	participatory evaluation, collaborative evaluation, PE, stakeholder-involved evaluation	Participatory Action Research, PAR, Collaborative Inquiry	EAR, practitioner research, teacher action research, classroom action research	evaluation research, program assessment, educational evaluation, systematic program evaluation
Saistītās	3	1	6	3
Kopsavilkums	Participatory program evaluation is an applied evaluation approach in which program stakeholders — staff, participants, funders, or community members — are actively involved as co-evaluators rather than passive subjects. By engaging those closest to the program in designing questions, collecting data, and interpreting findings, the approach aims to increase both the quality of the evaluation and the likelihood that findings will be understood, owned, and acted upon.	Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement.	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.	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.