So sánh phương pháp

	Nghiên cứu dựa trên thiết kế có sự tham gia	Đánh giá Chương trình
Lĩnh vực	Phương pháp thực địa	Phương pháp thực địa
Họ	Process / pipeline	Process / pipeline
Năm ra đời	Early 2000s (building on DBR foundations from 1992)	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)
Người khởi xướng	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Michael Scriven; Daniel Stufflebeam; Peter Rossi
Loại	Iterative collaborative design methodology	Applied evaluation methodology
Công trình gốc	Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, 2(1), 51–74.	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944
Tên gọi khác	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	evaluation research, program assessment, educational evaluation, systematic program evaluation
Liên quan	6	3
Tóm tắt	Participatory design-based research (PDBR) is an iterative educational research methodology in which practitioners — teachers, students, or community members — serve as genuine co-designers of interventions alongside researchers. Rooted in design-based research (DBR), PDBR adds explicit mechanisms for shared ownership, distributed decision-making, and practitioner voice across all design cycles, making it especially suited to developing contextually responsive educational solutions.	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.