Exploring Students’ Perceptions of Student Teaching Evaluations

By Susan T. Hibbard and David Devine.

Published by Journal of the World Universities Forum

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Article: Print $US10.00
Article: Electronic $US5.00

This paper presents an exploration of student perceptions regarding student teaching evaluations in higher education. End of the semester evaluations completed by students, often referred to as the Student Assessment of Instruction (SAI) or Student Teaching Evaluations (STE), are used to evaluate courses and instruction by most institutions of higher education in the United States. Standardized student evaluations are designed to quantify data and attain responses from all participants. The design of STEs are often weak in providing meaningful feedback to the instructor or insight into why the student responded the way they did. The purpose of this study was to explore students’ perceptions of the purpose, value, and use of the STE results from one mid-sized public university located in the United States. Qualitative data were collected via focus groups utilizing Onwuegbuzie and associates’ (2009) framework for collecting and analyzing focus group data. Recommendations are made for areas in need of improvement and future research.

Keywords: Student Assessment of Instruction, Student Teaching Evaluations, Evaluation, Course Evaluation, Focus Group

Journal of the World Universities Forum, Volume 4, Issue 2, pp.25-34. Article: Print (Spiral Bound). Article: Electronic (PDF File; 731.503KB).

Dr. Susan T. Hibbard

Assistant Professor, Research and Evaluation, Florida Gulf Coast University, Fort Myers, FL, USA

An Assistant Professor of Research and Evaluation at Florida Gulf Coast University, She teaches undergraduate and graduate courses in program evaluation, research methods, and education foundations. Her research focuses on evaluation theory and practice, empirical research on evaluation, and education programs. She has evaluated programs for state and federal grants, including the National Science Foundation and the Association of Institutional Research. She holds a Ph.D. in Educational Measurement and Evaluation from University of South Florida, a M.S. in Education from Niagara University, and a B.A. in Chemistry from the University at Buffalo. Dr. Hibbard serves as a proposal reviewer for the Research on Evaluation Topical Interest Group of the American Evaluation Association as well as Evaluation Use and Collaborative, Participatory, and Empowerment (CPE) Topical Interest Groups. She is an active member of the American Evaluation Association, American Educational Research Association, Association of Teacher Educators, and Kappa Delta Pi an international honor society in the field of education. In addition, Susan served as an editorial assistant for the peer reviewed journal Educational Researcher. She has presented at several national conferences including the American Evaluation Association, SAS Global Forum, American Educational Research Association, and the Association of Teacher Educators.

David Devine

Graduate Student, College of Education, Florida Gulf Coast University, Fort Myers, FL, USA

David Devine is a graduate student in Curriculum & Instruction at Florida Gulf Coast University. He received his bachelor’s degree in Social Studies Education from Florida Gulf Coast University and plans to pursue doctoral studies. David is an experienced teacher and taught social studies and English to second language learners in the highest needs schools of Southwest Florida. In addition, he has experience traveling and teaching abroad. David completed a teaching assignment in Thailand, where he taught 8th grade science and English to second language learners. He also served as a basketball coach to high school students. David works as a researcher and evaluator on several grant funded projects. He has presented his work at peer reviewed conferences such as the Eastern Educational Research Association. His research interests include brain-based studies and learning, social-emotional learning, program evaluation, student assessment of instruction, and teachers’ use of data to make informed instructional decisions.

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