How do you measure the impact of student voice and agency on learning outcomes and engagement?

It is, though, useful to be aware in measuring the impact of any one factor on educational outcomes that these outcomes are the result of many and complex inputs, and these can be hard to isolate. It would be very hard to use test scores and attendance, for example, as evidence for the impact of student voice without corroborating evidence that changes in outcomes were attributable to this.

Ideally quantitative and qualitative data should be used in tandem. For example, if quantitative data showed an improvement in attendance, qualitative data would be needed to confirm that any action arising from student voice was the cause. If qualitative data suggested people believed a student voice initiative was having a positive impact, quantitative data may conflict with this, in which case the discrepancy should be interrogated.

I always think if the people you want to impact positively are involved in the process, it can make the biggest difference. They are more likely to share their thoughts and ideas including suggestions for improvement.

It would be quite hard to have effective student voice without involving students in measuring impact! Student voice is a form of feedback and as always there needs to be a check built in to ensure the feedback is being received and understood.

There is a wide evidence base to back up the importance and value of effective feedback, including peer and self assessment.

In my experience, it can be extremely tricky to plan reflection time in the busy world of education. I do agree it is a vital part of the process when working on self evaluation and improvement.

Student voice often revolves around discrete issues such as food, changing areas, representation, breadth of curriculum. Impact is most easily assessed by whether student voice proposals are adopted or considered as part of school planning or development, and if not adopted there being clear and respectful feedback on why. Over time, the quality of interaction between student voice and school leadership should improve, with greater mutual trust and respect despite changes in personnel (on both sides); measuring this also needs consideration, for example in looking at the quality of suggestions.