Assessment Portfolio: EDCI 3481

By Mary Jane Walker

 Meet Aja Penny!

• Aja is a 7-year-old female

• She is 1 of 20 students in Mrs. Jolla’s first grade classroom at the Math, Science, and the Arts

Academy East in St. Iberville parish.

• Aja lives with her mother and father who have been described by Aja’s teacher as very involved and

supportive of her education

 Artifact One Standard:
Date of LSS.SS.1.3.2 Identify simple map
Completion: symbols , compass rose (cardinal
Directions), and key/legend
April 9, 2019

Objective: Aja successfully met

the intended standard
The student will use the language of and learning objective,
location and refer to a map when as she was able to
describing places and action in a story,
as well as in a creative extension of a
work through the
story worksheet while making
no mistakes.
 Artifact One
Implications: Next Steps:

• This artifact is assessing Aja’s ability to, with • .To build on this skill, Aja and her classmates
a given map, identify and understand the could be given a chance to create their own

cardinal directions and map key. In order to maps that must have the inclusion of a map

complete the worksheet Aja must identify key and a compass rose, to implement a
creative way in which to to reinforce those
first the map key in order to understand the
map concepts.
symbols on the may and then she must find
and understand the compass rose in order to
identify the directions the kitten needs to go.
 Artifact Two Standard:
D2.Geo.2.K-2: Use maps, graphs,
Date of photographs, and other representations to
Completion: describe places and the relationships and
interactions that shape them.
April 9, 2019
Aja successfully created a map

Objective: with the necessary attributes. She

Students have the choice to either
draw a map from the classroom to
the cafeteria or from the classroom
to the bathroom. The maps should
include a compass rose and a
sentence using directional
vocabulary.
depicted how she would get from
her classroom to the schools
lunchroom. Her map includes a
compass rose with the cardinal
directions in the correct order and
also includes a sentence using
directional vocabulary to tell us
how to get the the lunchroom.
 Artifact Two
Implications: Next Steps:

• This artifact was used to assess if Aja could • To further this, the students could choose a favorite

successfully use a map to describe a place room in their house or the school to create a map of
and then write a few sentences as to way the room is
and the interactions that shape it, She did so
shaped the way it is and why things are placed in
by drawing from her memory a map of how
certain spots within the rooms. This would help further
to travel from the lunch room to the
the thinking process of understanding how interactions
cafeteria and she was also able to use the
and relationships may affect the shape of certain
compass rose to describe the direction she places.
would need to go.