Date of Award

Spring 2019

Document Type


Degree Name

Doctor of Philosophy (PhD)


STEM Education & Professional Studies


Instructional Design & Technology

Committee Director

Jill E. Stefaniak

Committee Member

John W. Baaki

Committee Member

Angela Eckhoff


Formative, summative, and confirmative evaluation of instructional products determine whether learner objectives have been attained and substantiate the value of the instruction. The ability to implement an evaluation plan is classified as an essential skill for instructional designers by the International Board of Standards for Training and Performance Improvement (IBSTPI). Previous research has ascertained that entry-level instructional designers have failed to master the skills required to create evaluation plans.

The purpose of this qualitative study was to examine the professional preparation received by instructional designers, for instruction evaluation, through graduate level programs. The data collected for this study was the result of curriculum mapping 16 Masters and Ph.D. instructional design programs and conducting 29 semi-structured interviews of faculty and postgraduates of these programs. The study was designed to compare the curriculum map data with faculty and graduate responses of each respondent university. Gaps were identified in the instruction of evaluation within current instructional design programs. These gaps potentially impact the significance given to conducting an evaluation, and the opportunity for data collection, to support research in this area.

The data could assist the participant institutions in curriculum planning to support improvements in ID student preparation. The findings also reveal the primary focus of the participant programs was preparing students to execute an effective design. Evaluation was not prioritized for most programs, due to lack of time, client resources, employer lack of interest, and limited faculty experience in evaluation.


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