Assessment Task
Ohio RFP Sample Dyad – Assessment Task RUBRIC
Question 1: (6 points)
In the space below, make your own rock cycle diagram or concept
map that shows the relationships between the three main types of
rocks. Your diagram should indicate how the three main types of
rocks change into each other.
0 points for an incorrect answer or no response.
1 point for including one rock type: Sedimentary OR Igneous OR
Metamorphic.
2 point for including the two rock types: Sedimentary AND/OR Igneous
AND/OR Metamorphic with NO description or indication of how the types of
rock change into one another.
3 points for including the three main rock types: Sedimentary, Igneous,
and Metamorphic with NO description or indication of how the three types of
rock change into one another
OR descriptions or indications of how all three types of rock change into one
another but with NO names of rocks identified.
4 points for including three correct rock types: Sedimentary, Igneous, and
Metamorphic with one correct description or indication of how the rocks
change into one another.
OR descriptions or indications of how all three types of rock change into one
another but with only one correct rock type identified.
5 points for including three correct rock types: Sedimentary, Igneous, and
Metamorphic with two correct descriptions or indications of how the rocks
change into one another.
OR descriptions or indications of how all three types of rock change into one
another but with only two correct rock types identified.
6 points for including the three main rock types: Sedimentary, Igneous,
and Metamorphic with descriptions or indications of how the all three types
of rock change into one another.
Assessment Task
Sample response: The diagram should show arrows from each main type
of rock (igneous, metamorphic, and sedimentary) and draw the boxes and
arrows to represent a cycle. In between the boxes, students should write the
processes that lead to each type of rock: "melting" from sedimentary to
igneous and from metamorphic to igneous; "weathering and erosion" from
igneous to sedimentary and from metamorphic to sedimentary; and "heat
and pressure" from sedimentary to metamorphic and from igneous to
metamorphic.
Question 2. (4 points)
A student has a rock samples to identify. Describe steps a specific
process the student could use to gather information to help identify
the rock samples.
0 points for an incorrect answer or no response.
1 point for a description of a general process the student could use to
gather information to help identify the rock sample. Description includes one
of the following elements: an indication that observations need to be made,
that tools are used, observations (data) are recorded, and then the samples
are compared to known samples.
2 points for a description of a process the student could use to gather
information to help identify the rock sample. Description includes two of the
following elements: an indication that observations need to be made, that
tools are used, observations (data) are recorded, and then the samples are
compared to known samples.
3 points for a description of a process the student could use to gather
information to help identify the rock sample. Description includes three of
the following elements: an indication that observations need to be made,
that tools are used, observations (data) are recorded, and then the samples
are compared to known samples.
4 points for a description of a specific process the student could use to
gather information to help identify the rock sample. Description includes all
of the following elements: an indication that observations need to be made,
that tools are used, observations (data) are recorded, and then the samples
are compared to known samples.
Sample response: The student should observe the rock samples to identify
characteristics of the rock. To make these observations, the student could
use tools such as a magnifying lens, vinegar, and the senses (seeing and
Assessment Task
touching). After recording the characteristics in a data table or notebook, the
student could do research to find out about rocks that scientists have
already identified. That way, the student can compare the samples to known
rocks to try and identify the samples.
Question 3 (2 points)
A business owner plans to sell gypsum and salt, two types of
minerals. These minerals can form in large amounts when some
bodies of water evaporate. Gypsum and salt are mined, or pulled
out, from big open pits dug in the ground.
Explain why this type of map is appropriate for helping the business
owner with her plan.
0 points for an incorrect answer or no response.
1 point for a general explanation of why the type of map is appropriate for
helping the business owner with her plan. The response identifies the map
as a geologic map (or map showing where different types of rocks are) but
does not connect that with the concept of finding the kinds of rocks that will
contain gypsum and salt (since they are minerals).
2 points for a complete explanation of why the type of map is appropriate
for helping the business owner with her plan. The response identifies the
map as a geologic map (or map showing where different types of rocks are)
and connects that with the concept of finding the kinds of rocks that will
contain gypsum and salt (since they are minerals).
Sample response: This type of map shows the geology, or the types of
rocks, that are in the area. Since gypsum and salt are minerals, the business
owner could use this map to determine where the rocks are that contain
these minerals.
Note: If the student says the map will help them locate the mines, they
should be given partial credit (1 point) since the map helps with that
indirectly (by showing them where the rocks are), but does not directly have
mines listed.
TOTAL POINTS: 12 points