Rocks and Minerals Assessment ProjectLaura Bohdel

Grade 5

Laura BohdelRocks and Minerals UnitPre 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

observations2 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:

________________________________________________________________________

________________________________________________________________________

KEYRocks and Minerals Pre-Assessment

Name: Date:

Complete the following true/false answers by writing “true” or “false” in the space provided.

A. True/False:

1.____True______Rocks are made up of one or more minerals2.____True______There are three types of rocks3.____False_____Sedimentary rocks form in volcanoes4.____False_____Scientists identify minerals only by how they look5.____True_____Some minerals can be identified using a streak test6.____True______A diamond is the hardest mineral7.____True_____Some minerals can be scratched by your fingernail8.____False______Silver has a non-metallic luster9.____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-color1pt-luster1pt-texture/patterns

1. red/purple, non-metallic, smooth/sandy/dimples2. white/gray, non-metallic, porous/conglomerate minerals 3. navy blue/Blue, non-metallic, smooth/banded4. yellow/orange, non-metallic, smooth/quartz particles5. white/silver, non-metallic, mica particles/dimples6. orange/brown, non-metallic, yellow quartz particles/smooth7. copper/white/gray, non-metallic, mica flecks/banded8. salmon/pink, non-metallic, smooth/quartz particles/rounded9. beige/tan, non-metallic, smooth/sandy/ridges10. 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____ _________

1pt eachno partial credit

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 mineral

Answers will vary ______________________________________________

14. In your own words explain the following three (3) words:2 pts each:1pt-mentioning that it is a type of rock1pt-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:

1.____True______Rocks are made up of one or more minerals2.____True______There are three types of rocks3.____False_____Sedimentary rocks form in volcanoes4.____False_____Scientists identify minerals only by how they look5.____True_____Some minerals can be identified using a streak test6.____True______A diamond is the hardest mineral7.____True_____Some minerals can be scratched by your fingernail8.____False______Silver has a non-metallic luster9.____True______Magnetite is a magnetic mineral

10. What is your favorite mineral?1pt for naming any mineral

Answers 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 colorluster, hardness, streak, and/or special properties

Identify your mineral:2pts for correctly identifying the mineral1.

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

1pt eachno partial credit

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, Diamond

Diamond, Quartz, Talc________________________________________________________________________

14. In your own words explain the following three (3) words:2 pts each:1pt-mentioning that it is a type of rock1pt-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: colorlusterhardnessstreakone material (definite composition)regular internal structureorganicnaturally occurringsolid

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 1510 188 1813 177 145 817 148 179 148 149 1010 1612 174 1412 1711 167 1514 187 1512 185 159 1512 1710 188 1513 1812 16

Figure 1. Pre and Post test cumulative scores (raw data) per student

2-Variable Statistics

Sum (x) 259Mean (x) 9.5925Standard Deviation (x) 3.0414Sum (y) 419Mean (y) 15.519Standard 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 -7.9580p 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:

Clear 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.

However, these purposes should be written or directly told to students so that they

can mentally map the significance of each lesson and see a connective thread

through the unit.

Clear Targets:

The targets used were strictly VSC standards. I taught more than the VSC

asked for and the students benefited, however when beginning the unit and pre-

test design I was using only VSC standards as my guide. I should have posted the

targets for students before beginning each lesson or as part of the “purpose”. In

the future I think it would benefit students to know what the “big idea” of the

lesson is each day.

Sound Assessment Design:

This is the aspect of assessments that I found the most difficult because

the idea of a “good” multiple choice question or true/false seemed foreign to me.

I did not think teachers put that much thought into designing assessments. As I

went through my assessments I saw that my written directions were vague in

places because I wrote them with the intention of padding them with verbal

instruction. Although I still feel that verbal clarification may be needed, all

directions should be explicitly written down to compensate for learning styles

and/or difficulties.

I think that the assessments were well rounded tests that covered a broad but

specific range of knowledge by asking students to reason through questions and

performance tasks as opposed to expecting answers from rote memorization. If I

were to re-design these assessments I would be very careful to give better written

instructions.

Good Communication:

Again, I would clarify written directions. Also I would make sure to give

students timely feedback and go through the grading rubrics for each question as

stated in the assessment keys. Sometimes, especially when students do not do as

well as they may have expected, they shut down and do not ask questions about

why the answer is incorrect. Next time I would make a conscious effort to

schedule conferences with students that not only set out to explain why they

received the score they did, but also to re-teach concepts as appropriate. When I

gave the post-test it was my second to last day with the 5th grade and I think they

suffered because of the lack of feedback for the post-assessment.

Student Involvement:

I feel that students were involved in the assessment process because of the

performance aspect; however more could have been done to get them involved

long before the post-test. I would have loved to have students keep a running

record, a checklist maybe, of all of the targets they hit after any given lesson. A

discussion of each intended target and whether or not they individually

understood the concept would also be a great way for me to informally assess

their learning.

Overall the unit was a success; however after careful reflection there are many

ways to make the unit more effective for students. I hope to teach this unit again with

some modifications. I also hope to refine my assessments so that they truly meet with

quality design in all aspects.

The unit and the opportunity to analyze student progress was a great experience

for my teaching career not only from the statistical perspective but also from the student

perspective—I am always amazed how much my students teach me. From this process I

gathered feedback and observations that could only come from an experience such as this

one.