Porovnať metódy
Prezrite si vybrané metódy vedľa seba; riadky, ktoré sa líšia, sú zvýraznené.
| Hodnotenie programov× | Dizajnovo orientovaný výskum (Design-Based Research, DBR)× | |
|---|---|---|
| Odbor | Terénne metódy | Terénne metódy |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) | 1992 |
| Tvorca≠ | Michael Scriven; Daniel Stufflebeam; Peter Rossi | Ann L. Brown and Allan Collins (independently, 1992) |
| Typ≠ | Applied evaluation methodology | Interventionist qualitative-quantitative mixed methodology |
| Pôvodný zdroj≠ | 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 ↗ |
| Ďalšie názvy | evaluation research, program assessment, educational evaluation, systematic program evaluation | DBR, design research, design experiment, educational design research |
| Príbuzné≠ | 3 | 6 |
| Zhrnutie≠ | 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. |
| ScholarGateDátová sada ↗ |
|
|