方法对比

	参与式项目评估	行动研究	项目评估
领域	田野方法	质性研究	田野方法
方法族	Process / pipeline	Process / pipeline	Process / pipeline
起源年份	1992 (formal articulation); roots in participatory action research of the 1970s–1980s	1946	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)
提出者	J. Bradley Cousins & Lorna Earl (formalization); Michael Q. Patton (utilization-focused lineage)	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Michael Scriven; Daniel Stufflebeam; Peter Rossi
类型	Applied evaluation approach	Method	Applied evaluation methodology
开创性文献	Cousins, J. B., & Earl, L. M. (1992). The case for participatory evaluation. Educational Evaluation and Policy Analysis, 14(4), 397–418.	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944
别名	participatory evaluation, collaborative evaluation, PE, stakeholder-involved evaluation	Participatory Action Research, PAR, Collaborative Inquiry	evaluation research, program assessment, educational evaluation, systematic program evaluation
相关	3	1	3
摘要	Participatory program evaluation is an applied evaluation approach in which program stakeholders — staff, participants, funders, or community members — are actively involved as co-evaluators rather than passive subjects. By engaging those closest to the program in designing questions, collecting data, and interpreting findings, the approach aims to increase both the quality of the evaluation and the likelihood that findings will be understood, owned, and acted upon.	Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement.	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.