Abstract: This review explores the intersection of equity-centered evaluation and instructional design frameworks as a transformative approach to public program assessment. Traditional policy evaluations often emphasize quantitative performance metrics and cost-effectiveness while neglecting contextual and distributive justice considerations that determine whether programs truly serve all population groups equitably. By integrating instructional design principles such as learner-centered analysis, formative feedback loops, and adaptive alignment policy evaluation can evolve into a more inclusive, participatory, and learning-oriented process. The paper systematically examines models like ADDIE, SAM, and backward design as analogues for developing iterative, feedback-rich evaluation mechanisms in public administration. It argues that instructional design frameworks offer structured methodologies to enhance clarity in goal articulation, ensure multi-stakeholder engagement, and promote reflective redesign of programs based on continuous learning outcomes. Drawing on comparative case studies from education, health, and social policy domains, the review highlights how embedding instructional design logic into policy evaluation fosters responsiveness, transparency, and equity. Ultimately, this study proposes a conceptual synthesis that reframes policy evaluation as a learning system rather than a compliance mechanism emphasizing co-creation, contextual adaptation, and social accountability. This approach repositions policy evaluation as a dynamic process that not only measures effectiveness but also nurtures equitable transformation within public programs.
Keywords: Equity-centered evaluation; Instructional design frameworks; Public policy assessment; Participatory evaluation; Learning-oriented governance.
Title: Equity in Policy Evaluation: Applying Instructional Design Frameworks to Rethink Public Program Assessment
Author: Yinka Samuel Ogunlana
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 214-230
Research Publish Journals
Website: www.researchpublish.com
Published Date: 27-October-2025
