Since the subject of the research involved information specific to a particular social class therefore the research tool provided an effective way of assessing learner identities within the social context of the populace of middle class and working class students.
The research aimed to investigate the impact of teacher-student relationship on the children’s perception of themselves as learners (Hempel-Jorgensens 2009). Bernstein identified two forms of discourse, instructional and regulative that can be adequately used to fathom the impact of testing culture and pedagogy. The idea of instructional and regulative discourse together constructs the concept of pedagogic discourse in backgrounds that have been molded by performative pedagogy. According to Bernstein, performative pedagogy involves a strong connection between a student’s adjustment to learning and his performance in didactic discourse. Since testing provides an effective structure for pedagogic control, it has been used as a helpful instrument throughout the research.
The concept of ideal pupil provides a useful way of creating a methodology for assessing the interplay between social classes and testing impacts a specific approach of pedagogy either performative or competence related (Hempel-Jorgensens 2009). In performance mode, teahcer-setudent relationship as well as student-student relationship is important in determining a child’s position with respect to the ideal pupil. This is because in performance mode uses performance in assessments for example tests as a determinant of success. The concept of pedagogic discourse along with its modes has been central in providing a theorectical framework for the investigation of how social class composition affects learner identities in wokring class schools and middle class schools. A multi-method program running over a period of three years was