Date of Award


Degree Name

Doctor of Education


Educational Leadership

First Advisor

Dr. Kenneth E. Dickie

Second Advisor

Dr. James Sanders

Third Advisor

Dr. Ernest Stech


Working from a theoretical framework developed by merging the CIPP Evaluation Model with the concepts of formative and summative evaluation, this study attempted to discover the perceptions of Wisconsin school district instructional media directors regarding the importance of, and capability to perform, various types of evaluation activity.

Two survey instruments were developed, pilot tested, and administered to Wisconsin school district media directors. One form, administered to half of the population, sought information about the importance of the evaluation activities. The second form, administered to the remainder of the population, sought information about the perceived capability to perform the evaluation activities. Instruments were administered during May 1980.

Hypotheses being tested involved the perceptions of both the importance of, and the capability to perform, the various types of evaluation suggested by the CIPP Evaluation Model and the purposes of evaluation as suggested by formative and summative evaluation. Other hypotheses involved the effects of training as measured by both advanced degrees and by certification on perceptions of both importance and capability. ANOVA and t tests were used as appropriate with a .05 level of significance.

It was found that context and product evaluation activities were considered to be the most important evaluation types with input evaluation as the least important. Formative evaluation purpose was found to be more important than summative evaluation purpose. In addition, Wisconsin school district media directors with master's degrees considered evaluation to be significantly more important than did the directors with bachelor's degrees. District media directors with the lowest level of certification considered evaluation to be more important than did those with higher levels of certification. This was an inverse relationship to that expected and was considered to be an artifact created by the sampling frame.

Wisconsin school district media directors considered themselves significantly more capable of performing process evaluation than context, input, and product evaluation. In addition, school district media directors considered themselves equally capable of performing formative and summative input, formative and summative process, and formative and summative product evaluation. However, no significant differences were found by either degree or certification regarding the capability to perform the evaluation activities.

Access Setting

Dissertation-Open Access