Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning

Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change teachers’ practices following such voice-based assessment initiatives, noting struggle act upon it. Utilizing the pyramid of voice as a key framework, we investigate how Participatory Action Research (PAR)-based professional development (PD) shapes group Australian secondary interaction with SPS and learning. Analyses interviews, projects, reflective notes about use illustrate PAR-based PD informed practice, specifically: (i) transforming ‘survey fatigue’ increased voice; (ii) contemplating personal, professional, political entanglements; (iii) (re)building teacher agency—employing collective tools empowerment rather than accountability measures teaching. Implications include pathways strengthen agency—honoring professionalism—in spaces increasingly shaped by voices.