Rocks and Minerals Assessment Project

Laura Bohdel
Grade 5
 Laura Bohdel
Rocks and Minerals Unit
Pre and Post Test Analysis

Learning Target Type of Assessment Total Points [Post] Test

th
VSC: 5 grade-Earth Space Science Target Method Questions**
1.A.a.i Identify and describe Reasoning, Selected 10pts 4,5,6,7,8,9,10,
physical properties of Knowledge Response 15[3pts]
minerals: color, hardness, and Skill
luster, and streak
1.A.a.ii Classify minerals using Knowledge Selected 1pt 13
physical properties Response
1.A.a.iii Identify some common Knowledge, Performance 5pt 11
mineral such as Reasoning, Assessment* [1 pt-Good
magnetite, Skill, and and Selected observations
calcite, quartz, and mica Product* Responses 2 pts-Explanation
that have distinctive of “how”
physical properties 2pts-correct
identification]
1.A.a.iv Identify the three types of Reasoning and Extended written 10pts 1,2,3, 12,
rocks and compare Knowledge response and 14[2 pts each]
minerals to rocks Selected
Response

*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-Test
Clear Purpose: The pre-test was designed with See pre-test.
regard to the Maryland VSC Also included in the post test design was
standards. I looked closely at a performance part the required students
what students were expected to to identify an unknown mineral using
know/understand and gave each their observation charts that they were
standard a “weight”. The responsible for throughout the course of
assessment was designed with the unit. I also included additional
these weights, the VSC, and a questions to the post test that met with
post-test in mind; meaning, I VSC standards but were not
designed the pre assessment to appropriately addressed in the pre-test to
also act as the culminating post match how they were taught in class.
assessment. Truly I was
designing a post assessment all
along.
Clear Targets: The learning targets that the VSC standards (see test planning form)
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)
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 each
no 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
1pt
no 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 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 each
no 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 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 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, 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 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: color
luster
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 Statistics
 Sum (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-Test
t -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:

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.