Statements with answer range between 1 = “Strongly disagree” to 5 = “Strongly agree”. | 1 | 2 | 3 | 4 | 5 | Total | Median |
Characteristics of the WTL-model |
Relative advantage | | | | | | | |
WTL creates new possibilities for improved teaching thereby being more effective than the methods it supersedes. | 0% | 5% | 16% | 48% | 31% | 77 | 4.0 |
WTL creates new possibilities for the combination of formative feedback/assessment communicated through digital arenas. | 0% | 3% | 4% | 39% | 55% | 80 | 5.0 |
WTL (compared to previous methods) creates new possibilities for students to cooperate IRL or virtually. | 0% | 3% | 18% | 32% | 47% | 78 | 4.0 |
WTL (compared to previous methods) creates new possibilities for written, formative feedback and assessment between students and teachers | 0% | 3% | 12% | 33% | 53% | 78 | 5.0 |
WTL (compared to previous methods) creates new possibilities for written formative feedback and assessment between students | 0% | 1% | 11% | 33% | 54% | 79 | 5.0 |
WTL is more effective than other methods I have tried in my teaching regarding the development of students’ reading and writing skills | 2% | 8% | 22% | 38% | 31% | 64 | 4.0 |
Compatibility |
WTL is fully compatible to the curriculum “Lgr” | 0% | 0% | 7% | 29% | 65% | 77 | 5.0 |
WTL facilitates the planning and assessment for me as a teacher | 1% | 4% | 22% | 37% | 37% | 77 | 4.0 |
WTL is adapted to basic prerequisites for the development of students´ reading and writing skills in combination with ICT | 0% | 0% | 14% | 34% | 52% | 77 | 5.0 |
WTL gives a clear structure for the language development within many different subjects. | 0% | 1% | 15% | 31% | 53% | 78 | 5.0 |
WTL supports the integration of ICT into the pedagogy thereby reinforcing my teaching. | 0% | 4% | 15% | 29% | 52% | 79 | 5.0 |
Complexity |
WTL is easy to apply in practice | 0% | 5% | 14% | 37% | 44% | 79 | 4.0 |
WTL is an effective method | 0% | 4% | 15% | 32% | 49% | 78 | 4.0 |
WTL requires a lot of new pedagogical knowledge. | 10% | 35% | 19% | 29% | 8% | 80 | 3.0 |
WTL requires a lot of new digital knowledge. | 8% | 11% | 24% | 40% | 18% | 80 | 4.0 |
WTL requires me to evaluate and change my ordinary way of teaching | 6% | 9% | 21% | 36% | 28% | 78 | 4.0 |
Trialability |
WTL can easily be further developed and extended. | 1% | 3% | 15% | 31% | 50% | 74 | 4.5 |
WTL can easily be adapted to other pedagogical models and methods. | 1% | 0% | 16% | 42% | 41% | 71 | 4.0 |
Through the TFAL-course I have had the opportunity of trying WTL before deciding to adopt the method or not | 15% | 9% | 16% | 25% | 35% | 75 | 4.0 |
Observability |
WTL provides a clear structure for language development within a number of school subjects | 0% | 3% | 10% | 38% | 50% | 78 | 4.5 |
WTL contributes to higher student achievements in literacy at an earlier stage | 0% 0 | 9% 6 | 6% 4 | 36% 25 | 50% 35 | 70 | 4.5 |
WTL is especially efficient for the literacy development of girls | 13% | 13% | 35% | 22% | 18% | 46 | 3.0 |
WTL is especially efficient for the literacy development of boys | 4% | 4% | 17% | 28% | 47% | 47 | 4.0 |
WTL contributes to giving all students (regardless of reading - and writing difficulties) better conditions to read, write and give written formative assessment to all of their peers | 1% | 3% | 13% | 30% | 54% | 78 | 5.0 |
WTL contributes to increased collaboration among students | 0% | 7% | 17% | 37% | 40% | 77 | 4.0 |
WTL has developed my teaching practice positively | 0% | 4% | 13% | 27% | 56% | 77 | 5.0 |
Written, formative assessment (among students through digital arenas) has contributed to increased learning | 0% | 4% | 22% | 31% | 43% | 74 | 4.0 |
The publication of student work on digital arenas and final feedback from students, teachers and parents has contributed to increased student commitment. | 0% | 6% | 18% | 37% | 39% | 71 | 4.0 |
Total score of characteristics of the WTL-model Min = 28, Max = 140 * Calculated by summarizing the answers to the statements measuring characteristics of the WTL-model. Presented as a mean value. | |
Communication Channels |
I think that the TFAL-course has contributed to my own professional development as a teacher | 1% | 6% | 11% | 26% | 56% | 73 | 5.0 |
I think that the TFAL-course integrates theory and practice in a balanced way for my own professional learning | 1% | 7% | 25% | 25% | 43% | 73 | 4.0 |
I think that the written analysis on the TFAL-site has been an important part for my own professional learning. | 3% | 10% | 16% | 30% | 41% | 73 | 4.0 |
I think that peer-learning through written formative feedback on the TFAL-site has been an important part for my own professional learning | 4% | 11% | 16% | 33% | 36% | 73 | 4.0 |
The written feedback on the TFAL-site has given me the opportunity to share thoughts and ideas both with persons very much like me but also with persons thinking differently than me. | 1% | 11% | 22% | 27% | 38% | 73 | 4.0 |
I know where I can find more information and/or who I can contact for further information about WTL. | 1% | 6% | 13% | 23% | 58% | 71 | 5.0 |
I think that the combination of physical meetings once a month and digital feedback has worked well for my own professional learning | 4% | 6% | 14% | 26% | 50% | 72 | 4.5 |
My work with giving written, formative assessment and feedback on my colleagues´ analyses in the TFAL-course has had great importance for the development of my own teaching practice concerning learning students how to give written formative feedback to each other. | 6% | 15% | 33% | 29% | 17% | 72 | 3.0 |
My work with giving written, formative assessment and feedback on my colleagues´ analyses in the TFAL-course has had great TFAL-importance for the development of my own formative feedback between me and my students | 4% | 16% | 41% | 24% | 16% | 71 | 3.0 |
I think that after completing the TFAL-course I have enough knowledge to apply the WTL-method into my classroom practice. | 0% | 7% | 14% | 27% | 53% | 72 | 5.0 |
Research outcomes from results of the WTL-method is important for my decision of adopting or rejecting the method. | 6% | 3% | 10% | 32% | 49% | 78 | 4.0 |
Total score of Communication Channels Min = 11, Max = 55 * Calculated by summarizing the answers to the statements measuring communication channels of the WTL-model. Presented as a mean value. | |
Social System |
It is important that the principal clearly endorses use of the WTL-method before I conceder adopting the method | 11% | 19% | 20% | 24% | 26% | 70 | 3.5 |
It is important that the principal is present at the TFAL-lectures and actively participates by giving written feedback on my analyses on the TFAL-site | 3% | 18% | 28% | 37% | 15% | 68 | 4.0 |
It is important that colleagues from the same school take the course at the same time as I do | 1% | 3% | 10% | 17% | 69% | 71 | 5.0 |
It is important to me that colleagues use the WTL-method before I can conceder adopting it | 37% | 19% | 21% | 14% | 9% | 70 | 2.0 |
It is important that colleagues from different schools take the TFAL-course at the same time. | 6% | 4% | 19% | 26% | 45% | 69 | 4.0 |
It is important that the use of the WTL-method is endorsed by the wage-setting boss and linked to salary before I can conceder adopting the method. | 36% | 18% | 24% | 8% | 15% | 67 | 2.0 |
It is important that the school declares the WTL-method as a standard method before I can conceder adopting it. | 47% | 20% | 23% | 3% | 7% | 70 | 2.0 |
It is important that the TFAL-course content is consistent with other developmental work at the school | 2% | 4% | 22% | 32% | 41% | 69 | 4.0 |