Rocks and Minerals Assessment Project Laura Bohdel Grade 5
Rocks and Minerals Assessment Project Laura Bohdel Grade 5
Rocks and Minerals Assessment Project Laura Bohdel Grade 5
Laura Bohdel
Grade 5
Laura Bohdel
Rocks and Minerals Unit
Pre and Post Test Analysis
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:
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
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
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:
________________________________________________________________________
11. In the space provided, list as many observations of your mineral as you can.
Observations:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
13. Order the following minerals from softest to hardest:
Igneous:________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Metamorphic:___________________________________________________________
________________________________________________________________________
________________________________________________________________________
Sedimentary:____________________________________________________________
________________________________________________________________________
________________________________________________________________________
1.
2.
3.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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
11. In the space provided, list as many observations of your mineral as you can.
Observations:
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).
Metamorphic: new rocks that form from existing rocks by undergoing a change
caused by heat, pressure, and chemicals.
Task Assessment:
Using the provided ROCK KEY, identify your rock sample and write its name on the line
below.
Reflection:
Data Analysis:
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
can be held under different alpha values. If a p-value is less than the set alpha
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:
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
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
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
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
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
instruction. Although I still feel that verbal clarification may be needed, all
and/or difficulties.
I think that the assessments were well rounded tests that covered a broad but
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
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
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
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
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.