ࡱ> ,/-s jbjb kk ] &\FFFFFFFFxzzzzzz, dFFFFFFFFF"FFx""Fx:6,l : L7h^b Stephen H. Mazepa Dr. Eileen Reilich MED 570 Classroom Assessment DPC Homework Pick one specific topic in your content area. History: political boundary shifts over the last one-hundred years (in preparation for studying the end of Imperialism). 2. Write five targets, in a progression, (KRSPA/D), which you will use to teach this topic. K - TSWBAT identify different types of maps: political, geographical, climate... R - TSWBAT determine whether a map was made before or after 1917 by the existence of Imperial Russia and the Austro/Hungarian Empire in Europe and Asia AND before or after 1989 by the existence of the "Eastern Block" countries in Europe and the USSR across Europe/Asia. S - TSWBAT use various graphic organizers in two ways: 1) to aid ones analysis of different maps, including the regions and eras depicted therein; and 2) represent those findings when sharing that information in both casual and formal (presentation) settings. P - TSWBAT accurately records their progress in geography-based board games using appropriate geographical and political terms on their record sheets. A/D - TSWBAT reflect upon the usefulness and fun involved in learning about geography, history, and global environments through playing and analyzing geography-based board games as opposed to other methods theyve experienced or heard about. List five places or activities where you could possibly assess your students on the above targets using DPC. i - During the teachers observation of a game in progress, he or she could ask a particular student to compare one game board to one previously played which illustrated different countries/regimes. ii During the teachers observation of graphing group time, he or she could ask a particular student how that student came to whatever conclusion they were endeavoring to represent. iii The teacher could ask a particular student in a casual setting to explain their graphing groups choice for graphically representing some information in a certain way. iv The teacher could observe a formal presentation given by a student representative of a graphics group. v During classroom discussions about current events, or other related topics, DPC can check whether students are generalizing their activity-prompted learning. Match one of your targets to DPC as a best match. My best match for DPC would have to be my Skill target because of its inherent communication aspect. Although the graphic organizers themselves would fit into a product target, their use as a tool for constructing knowledge could be most easily assessed during some Q/A period during an informal sharing or formal presentation. From #3 and considering #4, choose on place or activity where the assessment is to take place label it structured or natural. I would label the setting mentioned in #4 above formal in that it would be during an assigned presentation. Explain how you will set up the assessment situation. During a Q/A period, the teacher could ask directed questions to assess other targets than the Skill target to check for understanding, even if that understanding wasnt formally presented thoroughly enough. Devise a possible student <- -> teacher and student <- -> student dialogue as you imagine it might happen given the situation and your intent. The scenario will be the Q/A portion of a presentation given by one member of a particular graphics group. The targets being assessed are Reasoning and Skill. QUQC  6OJQJOJQJ B*OJQJ %BOPQUQC x 2 L ncm & Fdhdhdh0 & F %BOPQUQC x 2 L ncm              m & Fdh/ =!"#$%Β7?.7EVݸFN~a&'J})܅}CΆ@A;va"7;c[a"xUUw]$vi)pEz#}&έ in~x@d̘ ÑE2*\:tYξ˫do2 /O3K93aKǾ>xn4Pi3Qc;Wl:lbM7}[ol4lHxiXYx+3!# 7 Xyr(Z=f=lbi\-e*ttgʔ6eY^ʳ1 [4@4NormalCJOJPJQJmH <A@<Default Paragraph Font2B`2 Body Text B*OJQJJC`JBody Text Indent dh B*OJQJRR`RBody Text Indent 2dh B*OJQJJS`"JBody Text Indent 3 dhOJQJ  !! Dm m m   xz25LM  Mac Family2Mac:Temporary Items:AutoRecovery save of Document1 Mac Family)Mac:Temporary Items:Word Work File A 2798 Mac Family)Mac:Temporary Items:Word Work File A 2798 Mac Family/Mac:St. Martins 2002!:Assessment:DPC Assignment0o(.0o(. @ 4   @GTimes New Roman5Symbol3 Arial;Helvetica3Times5Geneva"phlff$fM !>0d1 F Stephen H Mac Family Mac FamilyRV\ vQ.Awпq{+E8BƧa7tnӊ8v8T/D|AԸ?}F=V^ 3< 0` endstream endobj 38 0 obj 914 endobj 39 0 obj << approximate the experience of getting a new perspective of one s own knowledge base by way of using concept maps to aid in the critical analysis of one s own ideas, Novak and Gowin employ the wonderful analogy of the  perceptual shift (p. 19) that occurs when the two faces (to the right) become one goblet, or vice versa. 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Mazepa Dr. Eileen Reilich MED 570 Classroom Assessment DPC Homework Pick one specific topic in your content area. History: political boundary shifts over the last one-hundred years (in preparation for studying the end of Imperialism). 2. Write five targets, in a progression, (KRSPA/D), which you will use to teach this topic. K - TSWBAT identify different types of maps: political, geographical, climate... R - TSWBAT determine whether a map was made before or after 1917 by the existence of Imperial Russia and the Austro/Hungarian Empire in Europe and Asia AND before or after 1989 by the existence of the "Eastern Block" countries in Europe and the USSR across Europe/Asia. S - TSWBAT use various graphic organizers in two ways: 1) to aid ones analysis of different maps, including the regions and eras depicted therein; and 2) represent those findings when sharing that information in both casual and formal (presentation) settings. P - TSWBAT accurately records their progress in geography-based board games using appropriate geographical and political terms on their record sheets. A/D - TSWBAT reflect upon the usefulness and fun involved in learning about geography, history, and global environments through playing and analyzing geography-based board games as opposed to other methods theyve experienced or heard about. List five places or activities where you could possibly assess your students on the above targets using DPC. i - During the teachers observation of a game in progress, he or she could ask a particular student to compare one game board to one previously played which illustrated different countries/regimes. ii During the teachers observation of graphing group time, he or she could ask a particular student how that student came to whatever conclusion they were endeavoring to represent. iii The teacher could ask a particular student in a casual setting to explain their graphing groups choice for graphically representing some information in a certain way. iv The teacher could observe a formal presentation given by a student representative of a graphics group. v During classroom discussions about current events, or other related topics, DPC can check whether students are generalizing their activity-prompted learning. Match one of your targets to DPC as a best match. My best match for DPC would have to be my Skill target because of its inherent communication aspect. Although the graphic organizers themselves would fit into a product target, their use as a tool for constructing knowledge could be most easily assessed during some Q/A period during an informal sharing or formal presentation. From #3 and considering #4, choose on place or activity where the assessment is to take place label it structured or natural. I would label the setting mentioned in #4 above formal in that it would be during an assigned presentation. Explain how you will set up the assessment situation. During a Q/A period, the teacher could ask directed questions to assess other targets than the Skill target to check for understanding, even if that understanding wasnt formally presented thoroughly enough. Devise a possible student <- -> teacher and student <- -> student dialogue as you imagine it might happen given the situation and your intent. The scenario will be the Q/A portion of a presentation given by one member of a particular graphics group. The targets being assessed are Reasoning and Skill. QUQC  6OJQJOJQJ B*OJQJ %BOPQUQC x 2 L ncm & Fdhdhdh0 & F %BOPQUQC x 2 L ncm              m & Fdh/ =!"#$%|,, ` -(,, `d'g ~}~}{y|||zz|}~}||~~||}~~~~|}~~~|{{~~{{}~~~|yz~{{~|yyyz|}}~~~|{xvwz{zy|}{ywwyyyxz|~zxyyyyyz|}~|{{|{yz}~}}~~}|||~}{{}~}||~~}}~