Type of Document	Thesis
Author	Sybol, Taryn Leigh
URN	etd-07082005-173511
Title	What allows online assessment to "fit" in an urban science classroom? : Examining learning goals and discursive practices.
Degree	Master of Science
Department	Middle and Secondary Education, Department of
Advisory Committee	Advisor Name Title Dr. Sherry A. Southerland Committee Chair Dr. Lawrence Dennis Committee Member Dr. Owen Gaede Committee Member
Keywords	Online Assessment urban science classroom classrooms discourse discursive
Date of Defense	2005-06-10
Availability	unrestricted
Abstract The objectives of this study were a) to describe how the use of an on-line assessment tool is employed in an 8th grade urban science classroom, b) to investigate how use of this technological tool fits within the discursive practices typically employed in this setting, and c) to explore how this tool helped achieve or failed to achieve teacher and student science learning goals. The researcher observed classroom dynamics during classroom activities and CAPA sessions for 8 months. Data sources used were classroom transcripts, teacher and student interview transcripts, participant observation, field notes, and student survey of science and technology beliefs. Transcripts were analyzed using Newman’s (2004) Discourse matrix to code the character and functions of the classroom dialogue. The observation notes were kept in a field journal which was closely reviewed during transcription to clarify voices and summarize the daily events. It was found in this 8th grade classroom, the teacher utilized this tool as method of reviewing and re-teaching concepts to students. The students typically worked individually. However when they needed help they discussed the problem/equations with their peers. It should be noted that frustration eventually prompted them to ask for answers. The teacher has been using CAPA for several years because she had determined that CAPA fit her goals and the way she has her students “talk” in science. Classroom transcripts concluded that the interactions were highly dialogic authoritative with small amount of dialogic generative and monologic authoritative interactions. It may be likely that if CAPA failed to fit her goals or common patterns of interaction then she may not find it useful. This tool allowed the achievement of goals of increasing students’ experiences with computers and the Internet, and increasing their student confidence in science activities. Data showed the use of CAPA also met teacher and student goals for teaching and learning science. One of the teacher’s more general science teaching goals was to increase student collaborative interaction; during observations of CAPA, students were constantly collaborating with peers collaborating to answer problems. These peer interactions allowed students to engage and find meaning in content through enriched communication at the same time increasing students’ experiences with the Internet and computers.
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