Classifying Rocks
Contributed by: Kentucky Department of Education (KDE)

KIRIS Performance Event, Grade 4

TASK S2 - Classifying Rocks

Student data sheet has several properties named with correct or acceptable opposite conditions. Grouping of rocks appears correct. Individual report sheet shows correct application of concept developed with rocks to the three obvious properties (and opposite conditions) of the figures. The grocery example is done with mostly appropriate examples of properties and opposite conditions.
Several properties and opposite conditions are done correctly on the data sheet. For the properties names, rocks were apparently grouped correctly. Individual report sheet shows transferring from rocks to figures was generally understood. The grocery example may have errors, but the effort shows some understanding of classification.
There is evidence that the group did not function well, but the individual shows complete understanding of the classification tasks, as evidenced on the report sheet.
Data sheet may show a legitimate effort, but there are serious errors. The individual report may show understanding beyond the group work.
There is inconsistency between a reasonably good data sheet, and a poor individual report that does not demonstrate understanding of classification. The grocery example may not have been attempted.
Little is correct on the data sheet. There is no relation between the data sheet and the response on the report sheet. Work on the report is not correct or is irrelevant.

NOTE: See below.


Notes on Response for Classifying Rocks, Grade 4

Data Sheet

The chart on the data sheet should have several properties listed with appropriate opposite conditions. Best groups will fill the entire chart. Properties may be described by phrases (i.e. how they feel, how "holey" it is). The number of rocks in the groups can not really be evaluated since sample sets varied, and many of the groupings were based on value judgements. However, even though the numbers in both groups may total less than 15, there should never be more than 15 (the total number of samples in each set).

Individual Reports

  1. Students should identify size (large or small), shape (square or triangle), and color or appearance (dark or light, shaded or not shaded), or equivalents, as the three properties. There will, of course, be two objects in each group.

  2. Student efforts to transfer the concept of properties with opposite conditions to a grocery store will vary greatly. This is a difficult exercise for this level, and imperfect attempts should be accepted (i.e. - "how it feels - hard or soft," "how it's kept - hot or cold"). Some students will have tried to give numbers of objects, as in the previous examples. These can be ignored.


Kentucky Department of Education
Performance Events 1992-93