Can student feedback questionnaires improve students' learning?

In Module 1, we discussed 'Can student feedback questionnaires improve students' learning?'
We agreed, 'yes', but it really depends on the circumstances, such as questions, purpose, and context.

Janet's comment describes the 'circumstances' very well.
'I say "yes" with an "if" and a "but" to this forum question. Yes, student feedback can improve student learning primarily by instigating critical reflection. With a cursory nod to Prosser, change for change sake is indeed counter productive. Change as a result of evaluation, reflection, contemplation and comparison can very much be worth while. One can always improve... right?
Hence, the "if". Student feedback can improve learning if the instructor is open to feedback, if the right questions are asked, if the student's opinion is actually valued and if meaningful changes are thoughtfully applied. The but: student feedback should be correlated with other methods of evaluation of teaching effectiveness. Viewed in isolation, student feedback has limitations.'

My comment was
'I agree with Janet. I think students feedback would improve student's learning but this may require to meet some specific conditions such as;
- Student lens are consistent with expected learning outcomes and thus their feedback is actually reflecting this
- Teachers really consider student feedback into teaching

In my experience, student feedback is helpful in providing me the opportunities to 'realise/understand' what their expectation is. This may not be always meaningful or consistent with the learning outcomes from teacher's point of view, but I think this is significant information in understanding the gaps between students and teacher's perceptions. Then helps in considering what should be done to improve teaching.
Best wishes,
Hitomi'

I distributed 'one minute' paper to students in my class following Corarlie's advice. I asked their expectations of this unit. Interestingly, their expectations were similar to the intended learning outcomes but it is varied. 
The below is some comments from students, which I refer and utilise in designing unit.

'I attempt to understand what factors affect the infrastructure planning'.

'be able to understand the various stakeholders in infrastructure planning'.

'My goal is to understand about the infrastructure planing process, especially in Australia'.

'I am expecting to understand the process, issues, and how to solve the isseus by using professional skills'.

'I would like to know about the difficulty&challenges of infrastracture planning in Australia. Moreover I want to know the solutions to these challenges, apply to practice.'

'To learn about types of infrastructure, implications of choosing one option over another'.

'To be able to present educated arguments for best practice in frastructure development and delivery'.

'To understand public/private partnership arrangements and how they are negotiated on what basis.'

'To understand the relationship between infrastructure planning and delivery and human behaviour'.