Stephen H. Mazepa
Dr. Eileen Reilich
MED 570 Classroom Assessment
DPC Homework


1. 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 
oneÕs 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 theyÕve experienced or heard about.

3. List five places or activities where you could possibly assess your students 
on the above targets using DPC.
i - During the teacherÕs 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 Ð During the teacherÕs observation of Ògraphing groupÓ time, he or 
she could ask a particular student how that student came to whatever 
conclusion they were endeavoring to represent.
iii Ð The teacher could ask a particular student in a casual setting to 
explain their graphing groupÕs choice for graphically representing some 
information in a certain way.
iv Ð The teacher could observe a formal presentation given by a 
student representative of a graphics group.
v Ð During classroom discussions about current events, or other 
related topics, DPC can check whether students are generalizing their 
activity-prompted learning.
4. Match one of your targets to DPC as a Òbest match.Ó 			
	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.
5. From #3 Ðand considering #4, choose on place or activity where the 
assessment is to take place label it ÒstructuredÓ or ÒnaturalÓ.			
	I would label the setting mentioned in #4 above ÒformalÓ in that it 
would be during an assigned presentation. 
6. 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 wasnÕt formally presented thoroughly enough.
7. 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.