Compară metode
Examinează metodele selectate una lângă alta; rândurile care diferă sunt evidențiate.
| Evaluarea Programelor× | Cercetarea bazată pe design (DBR)× | |
|---|---|---|
| Domeniu | Metode de teren | Metode de teren |
| Familie | Process / pipeline | Process / pipeline |
| Anul apariției≠ | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) | 1992 |
| Autorul original≠ | Michael Scriven; Daniel Stufflebeam; Peter Rossi | Ann L. Brown and Allan Collins (independently, 1992) |
| Tip≠ | Applied evaluation methodology | Interventionist qualitative-quantitative mixed methodology |
| Sursa seminală≠ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 | Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178. DOI ↗ |
| Denumiri alternative | evaluation research, program assessment, educational evaluation, systematic program evaluation | DBR, design research, design experiment, educational design research |
| Înrudite≠ | 3 | 6 |
| Rezumat≠ | 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. | Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved. |
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