Students fill out a questionnaire in the final class (an independent one: not mandated by the institution). It has a number of questions regarding what the student feels they can or can't do (e.g. "I can introduce myself in English"). The same questions appear on the questionnaire distributed at the beginning of the year. Those same papers go back to the students after they fill out the year-end ones so they can compare their answers. It serves as a very tangible benchmark for improvement. Such "can-do" lists have gained much popularity in language-learning circles.
The final questionnaire also includes open-ended questions regarding what they liked about the class, what they didn't like about the class, and any general comments they have. The questionnaires have the students' names on them. The lack of anonymity may curtail some honesty. However, the answers seem relatively frank to the untrained eye. Students regularly report things they didn't like.
Reading the answers to the "what did you like about the class" section of the questionnaire invariably serves as food flakes for the ego fish. The students make such heartwarming comments about what they enjoyed. Do the children just say what they believe the teacher wants to hear? Dunno. Is it all just sunshine for the bum? Probably. That doesn't diminish the warm fuzzies it generates.
The students make these comments even before they get the parting gifts for the class: souvenir bags with hand-drawn radish people doing adorable shit (among other things). Gotta love kids.
