ED418 Pre/Post-Assessment Narrative and Instruments w/ Keys
MWS Mapping Lessons
Tammy Preskitt
2-20-12
Pre-Assessment
My mini-work sample is an introduction to maps for first graders. We will cover such topics as
the overhead map perspective, a title that helps to understand the topic of the map, keys that include
symbols and an explanation, labels, and the cardinal directions. My pre-assessment is to ask each
student to draw a map of their classroom while in it and to include all elements that a map would have.
Each topic listed above aligns with my four goals and four objectives. Goal 1: students will develop an
understanding of the overhead view presented by most maps. (SS.03.GE.01) Objective 1 walks students
through three perspectives of maps allowing them to identify the same four items on each perspective
noticing changes in the items. The pre-assessment will help me see if students draw their map with an
overhead view or a ground view. Goal 2: students will understand the purpose of maps and their
components. (SS.03.GE.02) Objective 2 introduces students to titles, keys, and symbols of maps and how
to use them. The pre-assessment will allow me to see if students include any of these components in
their maps of the classroom. Goal 3: students will understand, learn, and orally use new vocabulary
that is introduced in a story. (EL.03.RE.12)Objective 3 introduces mapping terms using the terms
repeatedly. The pre-assessment will reveal if students have prior knowledge of basic mapping terms
such as key, title, labels, and a compass rose or use of any cardinal directions. Goal 4: students will
learn to use a compass rose to identify locations and provide directions. (SS.03.GE.01)Objective 4 allows
students to learn the cardinal directions, connect them to the compass rose, and use them to give
directions to their partner. The pre-assessment will allow me to see if they include anything about the
cardinal directions or a compass rose.
My main purpose for this unit is to introduce students to maps, their purpose, and their
components. My pre-assessment of having them draw a map of their classroom would allow each
student to include what they knew about maps. In viewing each of their maps, I could use a check list
consisting of title, key, symbols, explanation, labels, perspective, and classroom items. Each component
is worth one point, with total amount equaling seven points. I did not weigh one component as more
important than another because I did not expect first graders to know all these components of maps.
I administered the pre-assessment the week before giving the three lessons. I chose to give
them this pre-assessment after their lunch and recess because it is when I would be teaching the miniwork sample. The food and activity would reenergize them and have them awake, alert, and ready to
learn. When all were seated at their tables (4 to each table), I handed a blank page to each student and
asked them to draw a map of their classroom including all that they knew about maps. They could use
pencils, pens, crayons, or markers. I gave no further instructions because I wanted them to recall and
use any prior knowledge they already possessed. Students were then given twenty minutes to complete
their maps. I gathered up their maps, thanked them letting them know that in the following week we
would be learning about maps.
My post-assessment will be the maps they draw of their bedroom. The only change from the
pre-assessment will be their bedroom instead of the classroom. I chose their bedroom because this
would allow them to use their memory instead of relying on their sight. This would also have each
student making a map of their own room and not copying from a table partner.
Post-Assessment
The post-assessment will parallel the pre-assessment by having students draw a map of their
bedroom. This is different from the pre-assessment where they drew a map of their classroom. I chose
their bedroom because this would allow them to use their memory instead of relying on their sight.
The second difference from the pre-assessment is that I will tap into their newly acquired knowledge by
revisiting the stories we’ve read and noticing what good maps include: title, key including symbols with
explanation, labels, compass rose, and an overhead perspective before asking them to draw a map of
their bedroom. I will again have a list of each of these items with each being worth one point equaling
seven points total.
The post-assessment aligns with my goals and objectives in the same ways as for the preassessment. Goal 1: students will develop an understanding of the overhead view presented by most
maps. (SS.03.GE.01) Objective 1 walks students through three perspectives of maps allowing them to
identify the same four items on each perspective noticing changes in the items. The post-assessment will
help me see if students draw their map with an overhead view or a ground view. Goal 2: students will
understand the purpose of maps and their components. (SS.03.GE.02) Objective 2 introduces students to
titles, keys, and symbols of maps and how to use them. The post-assessment will allow me to see if
students include any of these components in their maps of the classroom. Goal 3: students will
understand, learn, and orally use new vocabulary that is introduced in a story. (EL.03.RE.12) Objective 3
introduces mapping terms using the terms repeatedly. The post-assessment will reveal if students used
their newly acquired knowledge of basic mapping terms such as key, title, labels, and a compass rose or
use of any cardinal directions. Goal 4: students will learn to use a compass rose to identify locations and
provide direction. (SS.03.GE.01) Objective 4 allows students to learn the cardinal directions, connect
them to the compass rose, and use them to give directions to their partner. The post-assessment will
allow me to see if they include anything about the cardinal directions or a compass rose.
I will administer the post-assessment after lunch and recess. The first part of the postassessment will be the maps they make of their bedroom at the end of lesson two. The second part of
the post-assessment will be giving them back their maps at the end of lesson three and asking them to
draw a compass rose on their map identifying each of the cardinal directions. I did this in two parts
because we could not cover everything in one lesson. Also because cardinal directions are a huge
concept for first graders and what I really want them to grasp is the four cardinal directions and how
that connects to a map.
In my pre-assessment I had the students draw the same place (classroom) for their maps and
discovered that because they were sitting four to a table, it was easy for them to see what the other was
doing and copying parts of their neighbors’ map. So, for the post-assessment, I asked them to draw a
map of their bedrooms, counting on the fact that elbow neighbors would not know what their partners’
bedroom looked like. This should help produce authentic maps of each bedroom.
Pre-Assessment Instrument and Answer Key
Yes
No
Item
Points
____ ____
Overhead Perspective
_______
____ ____
Title
_______
____ ____
Key
_______
____ ____
Symbols
_______
____ ____
Explanations
_______
____ ____
Labels
_______
____ ____
Compass Rose with cardinal directions
_______
Total
Excellent: 6-7 points
Competent: 3-5 points
Emerging: 1-2 points
_______
Post-Assessment Instrument and Answer Key:
Yes
No
Item
Points
____ ____
Overhead Perspective
_______
____ ____
Title
_______
____ ____
Key
_______
____ ____
Symbols
_______
____ ____
Explanations
_______
____ ____
Labels
_______
____ ____
Compass Rose with cardinal directions
_______
Total
Excellent: 6-7 points
Competent: 3-5 points
Emerging: 1-2 points
_______