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
|| 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
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
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).
- 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.
- 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