This section reports on two themes related to using AfL that were identified through analysing the interviews and the focus group transcripts. Each of them is discussed in a separate section below.
4.2. 3.1 AfL techniques
The most frequently recorded theme related to the use of AfL was that teachers recognised that ‘tactics, tools and techniques’ (T2/INT) were used to implement AfL in the classroom. This is captured in Theme 3, supported with examples of how the teachers described the implementation of AfL.
Theme 3: AfL could be implemented in a TEYL context using a number of different AfL
techniques:
‘AfL creates a kind of a circle when everybody knows where everybody is (1) and then what it involves is a series of tactics tools techniques and things that you can do to facilitate that’ (T2/INT)
‘depending on the lesson plan we use the [AfL] techniques at different parts throughout the lesson to help them get there and be able to do the can11 (1) every single lesson they have at least one element of AfL’ (T7/INT)
‘obviously the can dos traffic lights success criteria quite a bit and thumbs up thumbs down to check understanding that’s what I can think of off the top of my head’ (T6/INT)
‘I used some of the techniques for marking writing such as two stars and a wish and perfect purple and green for growth’ (T3/INT)
Theme 3 suggested that several AfL technique types could be used in TEYL. The full list of AfL techniques identified in the study, with descriptions, can be found in Appendix 18. This finding was important for the current study as it provided a rationale for choosing ‘an instance of implementation of an AfL technique’ as a unit of the observable use of AfL. This allowed the researcher to report on the use of AfL that was consistent with the
11 Saying ‘the can’, T7 is referring to ‘Can I ...?’ type questions which (s)he often used to start the lessons, e.g. ‘Can
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understanding discussed in this chapter; hence the interpretations remained faithful to the emic perspective adopted in this study.
Additionally, it should be noted that as the teachers reported which technique types they implemented, they indicated for which purposes the techniques were employed. This suggests that when selecting technique types for use, teachers considered the purpose of use. This area is discussed in more detail in the following section.
4.2.3.2 The purposes for using AfL
The second theme related to the use of AfL examines the purposes for using AfL. In the interviews, the teachers indicated seven; these are shown in Table 4.1 below. The most frequently cited purpose was that AfL aided teachers in giving and clarifying instructions. The second purpose cited was to share learning aims. The third purpose cited was to provide feedback on students’ learning. The fourth purpose was related to evaluating how confident learners felt about their own progress towards achieving the learning aims. Table 4.1 indicates the frequency of the occurrence of comments about each purpose in the teacher interview transcripts. The other purposes cited were to keep records, to set homework and to communicate with parents, though these were less frequent.
Table 4.1: Purposes of using AfL in a TEYL context as reported by teachers
Purpose for using AfL T1 T2 T3 T4 T5 T6 T7 T8 Tota
l
To give and clarify instructions 1 2 0 3 4 0 3 2 15
To share learning aims and criteria for success
2 0 1 0 3 1 3 0 10
To provide feedback 2 0 1 0 0 2 2 0 6
To evaluate learners’ confidence 3 0 0 0 1 0 1 0 5
To keep records 0 0 0 0 0 2 0 0 2
To set homework 0 0 2 0 0 0 0 0 2
To communicate with parents 0 0 1 0 0 0 0 0 1
An interesting insight into the relationship between the purposes for using AfL and the use of particular techniques was gained through analysing the focus group data. In Extract 4.1 below, the teachers were discussing how they implemented AfL in their practice. It was inferred from this conversation that they recognised AfL as a way of raising their students’ awareness of what the learning aims were (Turn 1) and focusing the learners’ efforts on achieving those aims through ongoing reflection and by making them aware of what and how to improve. The discussion suggested that some teachers implemented AfL
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through a number of techniques e.g. traffic lights. However, it seems particularly noteworthy that the teachers considered the pedagogical aims for which they used the AfL techniques to be more important than the technique type (Turn 5). The discussion also suggested that it was possible to meet the same aim through using different techniques (Turn 3). Furthermore, the focus group data indicated that diversity in technique type was considered useful in TEYL (Turn 4) in order to maintain the students’ interest or engagement. An extension of Extract 4.1 can be found in Appendix 19.
EXTRACT 4.1
(FG discussion on what AfL is, May 2012, for a longer extract see Appendix 19)
[1] [2] [3] [4] [5]
T3: the whole thing is about that; getting them to understand what to do and
then to figure out how well they have done it and it doesn’t matter which techniques you use, right? (...)
T8: I’ll support that actually both of you I think (1) some variety is needed but
in fact it’s the purposes that make it all meaningful and worthwhile
This section has discussed the teachers’ beliefs relating to how they implemented their understanding of AfL in TEYL. The findings indicated that AfL could be implemented through a variety of techniques that were used mainly to communicate instructions, learning aims and feedback to the students and in some cases to gauge the learners’ confidence about their performance and learning. The next section continues the report of findings for RQ1 by presenting teachers’ beliefs relating to the impact that the implementation of AfL had on interactions in the TEYL classrooms that featured in this study.
4.2.4 The teachers’ reports on the impact of AfL on interactions in the TEYL