ABSTRACT
Many interventions are evaluated in a fairly simplistic way, with little more than a short questionnaire asking participants whether they liked the change or not. In such circumstances, learners may feel pressured into telling the teacher what they want to hear, or may simply not know whether it was beneficial. There can be pressure to answer questionnaires in ways that put people in a good light, for example by appearing to be a hard-working student, or by avoiding negative feedback in case it leads to unpleasant consequences. Learners may misremember their lesson, and consequently feed back only on selective details. One way is to integrate questions naturally into tasks, resulting in a much tighter feedback loop. Although there are ways of improving self-report evaluations, asking learners about their lesson is still fundamentally quite subjective. There are, however, many other forms of evidence that a teacher can use instead of direct questioning of the learners.
