Porównaj metody

	Ewaluacja programu	Badania aktywne w edukacji
Dziedzina	Metody terenowe	Metody terenowe
Rodzina	Process / pipeline	Process / pipeline
Rok powstania	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1940s (Lewin); educational context developed 1970s–1980s
Twórca	Michael Scriven; Daniel Stufflebeam; Peter Rossi	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Typ	Applied evaluation methodology	Participatory qualitative research design
Źródło pierwotne	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Inne nazwy	evaluation research, program assessment, educational evaluation, systematic program evaluation	EAR, practitioner research, teacher action research, classroom action research
Pokrewne	3	6
Podsumowanie	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.	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.