Methoden vergelijken
Bekijk de geselecteerde methoden naast elkaar; rijen die verschillen zijn gemarkeerd.
| Evaluation-gerichte Expliciete Sequentiële Gemengde Methoden× | Programma-evaluatie× | |
|---|---|---|
| Vakgebied≠ | Onderzoeksontwerp | Veldmethoden |
| Familie | Process / pipeline | Process / pipeline |
| Jaar van ontstaan≠ | 2003 (explanatory sequential core); evaluation adaptation widely documented by 2010s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Grondlegger≠ | John W. Creswell & Vicki L. Plano Clark (explanatory sequential core); adapted for evaluation contexts by the program evaluation community | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Type≠ | Mixed methods research design | Applied evaluation methodology |
| Oorspronkelijke bron≠ | Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications. ISBN: 978-1483344379 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Aliassen | explanatory sequential evaluation design, sequential explanatory mixed-methods evaluation, QUAN → QUAL evaluation design, two-phase sequential evaluation | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Verwant≠ | 1 | 3 |
| Samenvatting≠ | Evaluation-focused explanatory sequential mixed methods is a two-phase research design in which a quantitative evaluation phase — typically measuring program outcomes, treatment effects, or performance indicators — is conducted first and then followed by a qualitative phase specifically designed to explain, contextualise, or interpret the quantitative findings. The design is widely used in program evaluation, policy research, and educational assessment where numbers reveal what happened but qualitative data reveal why. | 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. |
| ScholarGateGegevensset ↗ |
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