ABSTRACT
Whereas manufacturers of soap powder do not hesitate to solicit the views of the users of their product, relatively little educational research has employed pupil appraisals of teaching. The reasons are quite clear: some people believe that youthful consumers are not sufficiently mature to give a proper appraisal of quality or even utility; others are apprehensive about the effects on teacher-pupil relationships if pupils should be allowed to make a judgement about teaching, or even afraid that school discipline might suffer irrevocably if children are publicly permitted to flex their critical muscles.
