Gathering better student feedback to evaluate impact

CLAIRE BADGER, SARA HARNETT, CALLUM HYDE, MONICA MARTINS AND ANGELA PAGE, THE GODOLPHIN AND LATYMER SCHOOL, UK One of the challenges of using evidence in education is gathering good feedback so that the impact of changes made to classroom practice can be effectively evaluated. One source of feedback is student voice; engaging students in discussions of their own learning has been shown to bring benefits to both learners and teachers (Rudd, 2006). Unfortunately, students’ intuitions as to what makes effective learning are often wrong – for example, we know that students rate retrieval practice poorly, despite retrieval practice leading to better outcomes (Roediger and Karpicke, 2006). Student evaluations of college lecturers are common in the USA, but research has called into question their validity and warns against possible negative washback, with lecturers using less effective teaching methods to improve student ratings (Carpenter et al., 2020). At Godolphin and Latymer, we u