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This article focuses on teacher-researchers’ views of the effects of the student support strategies in which they are involved. The research draws on PRL administrative monitoring information from the University of Burgundy. PRL fits into a context of the institutional requirement to evaluate the effects of educational activities. The results underline the plurality of the effects reported by teacher-researchers but mainly highlight the difficulties they experience in evaluating the effects of these strategies on the student’s experiences and performances in a reliable and valid way. These results raise questions about the need to support teacher-researchers in the reflective approach so as to promote changes in practices.