Proficiency Assessment
8.2E.2 Earth’s Processes
Standard: Describe the processes of Earth’s geosphere and the resulting major
geological events.
Title: Earth’s Processes Interview
Introduction
Background Knowledge:
Book F: Inside Earth – Chapter 1-3
 Layers of the Earth
 Theory of plate tectonics
 Constructive and destructive forces
 Plate Boundaries
 Volcanoes
 Mountain building
 Convection currents
 Subduction
 Earthquakes
 Rock cycle
Essential vocabulary:
 compaction
 sedimentary
 metamorphic
 igneous
 rock cycle
 constructive
 deconstructive
 weathering
 erosion
 volcano





o shield
o cinder cone
o composite
o hot spots
magma
lava
crust
mantle
boundaries
o divergent






o convergent
o transform/San
Andreas
faults
subduction
convection currents
oceanic plate
continental plate
earthquakes
Assessment
This assessment is an individual interview by the teacher. Teachers will have index cards
with leveled questions. Students will choose a random card, and answer the level of
question for the score they’d like to earn. As the interviews are taking place, the rest of
the class works an Earth’s Processes project.
Time needed: 3 Days for Interviews
Materials: Index cards with questions and an Earth’s Processes class project
Handouts: Scoring checklist, Earth’s Processes Scoring Guide
Curriculum, Instruction, and Assessment
September 4, 2012
Directions:
1. Explain interview protocol to class.
2. Explain the other project which the students will work on while interviews are
taking place. Have students start project.
3. Determine order for interviews.
4. Call students up individually for interview.
5. Have cards face down on the table. Student will pick a random card and read the
questions. They can select the level they wish to attempt. If necessary, ask
probing questions to check for student understanding.
6. Use the scoring checklist to note student responses and give a score.
7. When finished, have students self-assesses.
Student task/end product (scoring guide used to assess proficiency):
Use checklist and the scoring guide to score student interview.
Volcanoes
Teacher Checklist for Student Interviews
(DO NOT SHOW STUDENTS)
Level 4
Apply what you know about Plate Tectonics to predict how the Cascades might change
over the next 1,000 years.
 Convection currents
 Subduction
 Convergent boundaries
 Juan de Fuca plate/N. American plate
 Mention at least one type of volcano with name
 Magma or lava
 _______________________(prediction)
Level 3
Explain how Plate Tectonics causes the formation of volcanoes.
 Convection currents
 Subduction
 Hot Spot
 Convergent boundaries
 Magma or lava
Level 2
Identify the two ways that volcanoes form.
 Convection currents or subduction
Curriculum, Instruction, and Assessment
September 4, 2012
 Hot Spots
Earthquakes
Teacher Checklist for Student Interviews
(DO NOT SHOW STUDENTS)
Level 4
Apply what you know about Plate Tectonics to justify why Oregon and/or the West
Coast should be prepared for Earthquakes.
 Convection currents
 Plate boundaries
 Fault
 tension
 Juan de Fuca/N. American/Pacific Plates
 Justification
Level 3
Explain how Plate Tectonics causes Earthquakes.
 Convection currents
 Plate boundaries
 Fault
 tension
Level 2
Identify where Earthquakes occur and what causes them.
 Plate boundaries or faults
 tension
Constructive vs. Destructive
Teacher Checklist for Student Interviews
(DO NOT SHOW STUDENTS)
Level 4
Apply what you know about Plate Tectonics to predict and explain how Mt. Hood might
change in the next 10,000 years due to constructive and destructive forces.
 Constructive
 Destructive
 Plate movement
 Constructive change:___________________
 Destructive change:_____________________
Level 3
Explain how Plate Tectonics is both constructive and destructive and give an example of
each.
Curriculum, Instruction, and Assessment
September 4, 2012





Constructive
Destructive
Plate movement
Constructive example:___________________
Destructive example:_____________________
Level 2
List a constructive force and a destructive force.
 Constructive force: ______________________
 Destructive force: _______________________
Rock Cycle
Teacher Checklist for Student Interviews
(DO NOT SHOW STUDENTS)
Level 4
Apply what you know about Plate Tectonics to predict how the rock cycle would be
affected if the plates stopped moving.
 Sedimentary
 Compaction
 Metamorphic
 Heat and
pressure
 Igneous
 Melting
 Weathering
 Volcano
 Erosion
 Prediction
Level 3
List the three types of rocks and explain how they’re formed.
 Sedimentary
 Compaction
 Metamorphic
 Heat and
pressure
 Igneous
 Melting
 Weathering
 Volcano
 Erosion
Level 2
Identify the three types of rocks.
 Sedimentary
 Metamorphic
 Igneous
Curriculum, Instruction, and Assessment
September 4, 2012
Scoring Rubric
8.2E.2 Earth’s Processes
Standard: Describe the processes of Earth’s geosphere and the resulting major
geological events.
Score
Description:
4.0
Exceeds
Explain and analyze how the processes of Earth’s geosphere result
in major geological events.
3.5
Can complete level 3.0 and can partially complete level 4.0.
3.0
Meets
Describe the processes of Earth’s geosphere and the resulting
major geological events.
2.5
Can complete level 2.0 and can partially complete level 3.0 or 4.0
2.0
Nearly meets
Identify the processes of Earth’s geosphere and the resulting
major geological events.
1.5
Can complete level 1.0 and can partially complete level 2.0, 3.0, or
4.0.
1.0
Beginning
Can show partial knowledge at level 2.0 with help.
0.5
Can produce some evidence of basic knowledge, with help.
0.0
Has no
understanding
Cannot provide any evidence of knowledge or understanding,
even with help.
Curriculum, Instruction, and Assessment
September 4, 2012