Rocks and Minerals Assessment Project
Laura Bohdel
Grade 5
Laura Bohdel
Rocks and Minerals Unit
Pre and Post Test Analysis
Learning Target / Type of Target / Assessment Method / Total Points / [Post] Test Questions**VSC: 5th grade-Earth Space Science
1.A.a.i / Identify and describe physical properties of minerals: color, hardness, luster, and streak / Reasoning, Knowledge and Skill / Selected Response / 10pts / 4,5,6,7,8,9,10,
15[3pts]
1.A.a.ii / Classify minerals using physical properties / Knowledge / Selected Response / 1pt / 13
1.A.a.iii / Identify some common mineral such as magnetite,
calcite, quartz, and mica that have distinctive physical properties / Knowledge, Reasoning,
Skill, and Product* / Performance Assessment* and Selected Responses / 5pt / 11
[1 pt-Good observations
2 pts-Explanation of “how”
2pts-correct identification]
1.A.a.iv / Identify the three types of rocks and compare minerals to rocks / Reasoning and Knowledge / Extended written response and Selected Response / 10pts / 1,2,3, 12,
14[2 pts each]
*Only used in the post-assessment
** Pre and Post assessment questions are identical but mixed up. The chart represents the question
numbers that correlate to the post-assessment to avoid confusion.
Assessment Planning
Pre-Test / Post-TestClear Purpose: / The pre-test was designed with regard to the Maryland VSC standards. I looked closely at what students were expected to know/understand and gave each standard a “weight”. The assessment was designed with these weights, the VSC, and a post-test in mind; meaning, I designed the pre assessment to also act as the culminating post assessment. Truly I was designing a post assessment all along. / See pre-test.
Also included in the post test design was a performance part the required students to identify an unknown mineral using their observation charts that they were responsible for throughout the course of the unit. I also included additional questions to the post test that met with VSC standards but were not appropriately addressed in the pre-test to match how they were taught in class.
Clear Targets: / The learning targets that the assessment focused on were strictly VSC standards. Because the VSC standards are what students will eventually be responsible for, I designed the assessment according to the VSC. (see test planning form) / VSC standards (see test planning form)
Sound Assessment design: / Self evident in the assessments
(see assessments)
Good Communication: / Written and oral directions were given before and during the assessment.
Written directions are self evident in the assessments
(see assessments)
Student Involvement: / Students verbally responded to problems through extended written response questions. Students were also required to keep a running observation chart during the unit that was used during the performance portion of the post assessment. (see attached)
Assessments:
Rocks and Minerals Pre-Assessment
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
1.______Rocks are made up of one or more minerals
2.______There are three types of rocks
3.______Sedimentary rocks form in volcanoes
4.______Scientists identify minerals only by how they look
5.______Some minerals can be identified using a streak test
6.______A diamond is the hardest mineral
7.______Some minerals can be scratched by your fingernail
8.______Silver has a non-metallic luster
9.______Magnetite is a magnetic mineral
10. In the space provided, list as many observations of your artifact
as you can.
What is your artifact number?______
11. Explain the relationship between a rock and a mineral.
__________
12. Order the following minerals from softest to hardest:
Diamond, Quartz, Talc
______
13. What is your favorite mineral?
______
14. In your own words explain the following three (3) words:
Igneous: ______
Sedimentary: ______
Metamorphic: ______
KEY
Rocks and Minerals Pre-Assessment
Name: Date:
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
1pt eachno partial credit
1.____True______Rocks are made up of one or more minerals
2.____True______There are three types of rocks
3.____False_____Sedimentary rocks form in volcanoes
4.____False_____Scientists identify minerals only by how they look
5.____True_____Some minerals can be identified using a streak test
6.____True______A diamond is the hardest mineral
7.____True_____Some minerals can be scratched by your fingernail
8.____False______Silver has a non-metallic luster
9.____True______Magnetite is a magnetic mineral
10. In the space provided, list as many observations of your artifact
as you can.
3 point scoring rubric:1pt-color
1pt-luster
1pt-texture/patterns
1. red/purple, non-metallic, smooth/sandy/dimples
2. white/gray, non-metallic, porous/conglomerate minerals
3. navy blue/Blue, non-metallic, smooth/banded
4. yellow/orange, non-metallic, smooth/quartz particles
5. white/silver, non-metallic, mica particles/dimples
6. orange/brown, non-metallic, yellow quartz particles/smooth
7. copper/white/gray, non-metallic, mica flecks/banded
8. salmon/pink, non-metallic, smooth/quartz particles/rounded
9. beige/tan, non-metallic, smooth/sandy/ridges
10. white/gray/copper, non-metallic, mica flecks/banded
11. Explain the relationship between a rock and a mineral.
1 pt.no partial credit
Rocks are made up of one or more minerals__________
12. Order the following minerals from softest to hardest:
Diamond, Quartz, Talc
1ptno partial credit
Talc, Quartz, Diamond______
13. What is your favorite mineral?
1pt for naming any mineralAnswers will vary______
14. In your own words explain the following three (3) words:
2 pts each:1pt-mentioning that it is a type of rock
1pt-details about formation
Igneous: rocks formed when melted rock material cools and hardens, can form from lava or magma (accept either).
Sedimentary: rocks formed on the earth’s surface when sediments are compressed.
Metamorphic: new rocks that form from existing rocks by undergoing a change caused by heat, pressure, and chemicals.
Unit Roadmap:
Day 1: Students will complete a Rocks and Minerals pre-assessment and a whole-class
KWL chart about rocks and minerals.
Day 2: Students will practice making “good observations” by observing people, plants,
animals, and still life in their science journals.
Day 3: Students will explore the five properties of minerals: naturally occurring,
inorganic, solid, definite composition, and regular internal structure. Students will test inanimate objects through the five properties and discuss why or why not they fit each property.
Day 4: Students will apply their knowledge of the properties of minerals to differentiate
between rock and mineral samples in a mixed set.
Day 5: Students will begin their properties of minerals observation charts to explore
color and luster of their 12 piece mineral sets
Day 6: Students will explore Moh’s scale for mineral hardness and record their findings
in their observation charts.
Day 7: Students will explore different mineral streaks as well as identifying
characteristics of some “special” minerals. Students will record their findings in their observation charts.
Day 8: Students will explore the three different types of rocks: Igneous, Metamorphic,
and Sedimentary.
Day 9: Students will complete a rocks and mineral sampling of their backyards and/or of
the playground. They will identify their samples using the rock key and mineral tests (observation charts). The students will compile their data and make a class graph of St. Mary’s County geological resources.
Day 10: Students will compare their backyard findings to the actual St. Mary’s County
geological surveys using county mineral/soil maps.
Day 11: Students will complete a post-assessment and finish their KWL charts from the
first day.
Rocks and Minerals Post-Assessment
Name: Date:
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
1.______Rocks are made up of one or more minerals
2.______There are three basic types of rocks
3.______Sedimentary rocks form in volcanoes
4.______Scientists identify minerals only by how they look
5.______Some minerals can be identified using a streak test
6.______A diamond is the hardest mineral
7.______Some minerals can be scratched by your fingernail
8.______Silver has a metallic luster
9.______Magnetite is a magnetic mineral
10. What is your favorite mineral?
______
11. In the space provided, list as many observations of your mineral as you can.
What is your mineral number?______
Observations:Identify your mineral:______
How do you know that your mineral is correctly identified?
12. Explain the relationship between a rock and a mineral.
______
13. Order the following minerals from softest to hardest:
Diamond, Quartz, Talc
14. In your own words explain the following three (3) words:
Igneous:______
Metamorphic:______
Sedimentary:______
15. What are 3 properties of minerals?
1.
2.
3.
Tell me one thing you liked about the unit:
______
Tell me one thing you disliked about the unit.
______
______
STOP (Double check your work as you wait)!
This portion of the assessment will be completed at the back table as you are CALLED by Ms. Bohdel.
Task Assessment:
Using the provided ROCK KEY, identify your rock sample and write its name on the line below.
KEY Rocks and Minerals Post-Assessment
Name: Date:
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
1pt eachno partial credit
1.____True______Rocks are made up of one or more minerals
2.____True______There are three types of rocks
3.____False_____Sedimentary rocks form in volcanoes
4.____False_____Scientists identify minerals only by how they look
5.____True_____Some minerals can be identified using a streak test
6.____True______A diamond is the hardest mineral
7.____True_____Some minerals can be scratched by your fingernail
8.____False______Silver has a non-metallic luster
9.____True______Magnetite is a magnetic mineral
10. What is your favorite mineral?
1pt for naming any mineralAnswers will vary______
11. In the space provided, list as many observations of your mineral as you can.
What is your mineral number?______
Observations:1pt for clearly articulated observations about color
luster, hardness, streak, and/or special properties
Identify your mineral:
2pts for correctly identifying the mineral
1.
How do you know that your mineral is correctly identified?
2pts for a well articulated explanation of the scientific tests they ran and/or how they used their observation charts to determine to identity of the mineral
12. Explain the relationship between a rock and a mineral.
1pt (accept partial credit) Minerals are made up of one substance and rocks are made up of two or more minerals.______
13. Order the following minerals from softest to hardest:
1pt (no partial credit) Talc, Quartz, DiamondDiamond, Quartz, Talc
______
14. In your own words explain the following three (3) words:
2 pts each:1pt-mentioning that it is a type of rock
1pt-details about formation
Igneous: rocks formed when melted rock material cools and hardens, can form from lava or magma (accept either).
Sedimentary: rocks formed on the earth’s surface when sediments are compressed.
Metamorphic: new rocks that form from existing rocks by undergoing a change caused by heat, pressure, and chemicals.
15. What are 3 properties of minerals?
1pt per property listed: colorluster
hardness
streak
one material (definite composition)
regular internal structure
organic
naturally occurring
solid
Tell me one thing you liked about the unit
1pt______
Tell me one thing you disliked about the unit.
1pt______
______
STOP (Double check your work as you wait)!
This portion of the assessment will be completed at the back table as you are CALLED by Ms. Bohdel.
Task Assessment:
Using the provided ROCK KEY, identify your rock sample and write its name on the line below.
Reflection:
Data Analysis:
Pre-Test (x) / Post-Test (y)7 / 15
10 / 18
8 / 18
13 / 17
7 / 14
5 / 8
17 / 14
8 / 17
9 / 14
8 / 14
9 / 10
10 / 16
12 / 17
4 / 14
12 / 17
11 / 16
7 / 15
14 / 18
7 / 15
12 / 18
5 / 15
9 / 15
12 / 17
10 / 18
8 / 15
13 / 18
12 / 16
Figure 1. Pre and Post test cumulative scores (raw data) per student
2-Variable StatisticsSum (x) / 259
Mean (x) / 9.5925
Standard Deviation (x) / 3.0414
Sum (y) / 419
Mean (y) / 15.519
Standard Deviation (y) / 2.3918
Figure 2. Variable statistics calculated on both pre (x) and post (y) test cumulative scores; derived from Figure 1.
2-Sample t-Testt / -7.9580
p / 1.0681 E -10**
Figure 3. 2-sample t-test used for analyzing significant differences in student scores between pre and post tests
Analysis:
The t-test returns a p-value which can be used under different certainties to determine whether or not the students’ scores changed significantly. Significance can be held under different alpha values. If a p-value is less than the set alpha value, the comparison in populations is said to have a significant difference-it could not have happened by chance. When the alpha-value is set lower, (i.e. 0.01 vs. 0.05) the significant difference increases-it is less likely to have happened by chance.
For example:
p (1.0681 E -10) < 0.05 shows a significant difference*
p (1.0681 E -10) < 0.01 shows a “highly” significant difference**
Given the class pre and post score data, we can say with 99% confidence (p<0.01) that the student scores increased significantly due to factors other than chance. In this particular case, the students’ knowledge of rocks and minerals increased significantly, as shown in their test scores, due to the instruction between pre and post tests.
Reflection:
Each student in a class is different-they may learn differently, they may see the world differently. Teachers take on the difficult (and sometimes daunting) task of reaching all of their students by differentiating to different styles, levels, and cultural factors. With the rocks and minerals unit I learned a lot about differentiating and about teacher expectations. I knew while writing the unit that it was going to challenge my students and push them to think critically and step beyond their understanding of geology and chemistry thus far. I knew that with certain elements of the unit I would only get true understanding from my top kids but that was part of differentiated learning. The unit was woven with all types of teaching: some whole class instruction, many hands-on opportunities, some independent assignments, multi-media, and learning games. As I taught with more and more styles I started to really recognize the learning styles of my students. If/when I teach this unit again I will better utilize my knowledge learning styles. Although we worked with a lot of different styles I think that to truly differentiate you can not just jump from style to style on any given day. There needs to be a variety of methods offered during each lesson so that all students have an equal opportunity to learn the material. I enjoyed giving my students pre/post assessments that were almost identical. I really liked to see their progress and to be able to use statistics to confidently say that my teaching was effective during the rocks and minerals unit according to the pre/post assessments. However, the basis of effectiveness is just that, based on the pre/post assessments. Yes, the students did significantly better on their post-tests, but was the test even a good measure of understanding rocks and minerals? According to the text, assessments need to meet 5 key traits or targets to be considered “quality” assessments: clear purpose, clear targets, sound design, good communication, and student involvement. An analysis of each trait can be found below: