Please note that many tasks were constructed prior to Common Core and the task alignments to the Common Core State Standards (CCSS) were not identified in the task materials. To search for the performance tasks explicitly aligned to the CCSS, Next Generation Science Standards (NGSS), or College, Career, and Civic Life (C3) Framework for Social Studies State Standards, please go to CCSS, NGSS, and C3 tabs.
| Source | Task |
|---|---|
|
Source Subject Grade Level |
Triceratops Pencil Drawing The Triceratops Pencil Drawing task allows students to demonstrate their ability to use drawing processes to describe the main features and form of a displayed object. Students will complete this task working independently. The resources required for this task are a model triceratops, a block, a pencil, paper, and a drawing board. This task should be completed in thirty minutes. This task is a part of the Making Art task series from 1995 by NEMP. |
|
Source Subject Grade Level |
Tripping Around The Tripping Around task allows students to demonstrate their ability to interpret a map showing driving distances between towns and cities. Students will complete this task working in stations. The resource required for this task is a map. This task is a part of the Interpretation of Graphs, Tables, and Maps task series from 2003. This task is classified as a trend task by NEMP. Trend tasks are used to examine trends in student performance: whether they have improved, stayed constant or declined over the four-year period since the previous assessments. |
|
Source Subject Grade Level |
Two Paintings (1999) The Two Paintings (1999) task allows students to demonstrate their ability to describe and interpret imagery and art making information in observed pictures, and express a personal response. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are photographs. This task is a part of the Responding to Art task series from 1999. This task is classified as a trend task by NEMP. Trend tasks are used to examine trends in student performance: whether they have improved, stayed constant or declined over the four-year period since the previous assessments. |
|
Source Subject Grade Level |
Two Sculptures The Two Sculptures task allows students to demonstrate their ability to describe and interpret imagery and art making information in observed sculptures, and express a personal response. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a video recording and photographs. This task is a part of the Responding to Art task series from 1995 by NEMP. |
|
Source Subject Grade Level |
Underwater Garden The Underwater Garden task allows students to demonstrate their ability to create an expressive painting from an imaginative idea, showing a variety of shapes, detail, color mixing and spatial effect. Students will complete this task working independently. The resources required for this task are a video recording on a laptop computer, a cur card, paper, paint brushes, a palette, a desk cover, a sponge, white chalk, water, a mixing card, plastic cups, and acrylic paints. This task should be completed in forty-five minutes. This task is a part of the Making Art task series from 2003. This task is classified as a trend task by NEMP. Trend tasks are used to examine trends in student performance: whether they have improved, stayed constant or declined over the four-year period since the previous assessments. |
|
Source Subject Grade Level |
Up and Down The Up and Down task allows students to demonstrate their understanding of the factors influencing the price of commodities. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a photo. This task is a part of the Resources and Economic Activities task series from 2005. This task is classified as a trend task by NEMP. Trend tasks are used to examine trends in student performance: whether they have improved, stayed constant or declined over the four-year period since the previous assessments. |
|
Source Subject Grade Level |
Up and Down, Round and Round The Up and Down, Round and Round task allows students to demonstrate their ability to match music heard and read. Students will complete this task working in stations. The resources required for this task are audio tracks on a laptop computer and an answer sheet. This task is a part of the Knowing and Responding: Interpreting, Moving, Analyzing, Appreciating task series from 2008. This task is classified as a trend task by NEMP. Trend tasks are used to examine trends in student performance: whether they have improved, stayed constant or declined over the four-year period since the previous assessments. |
|
Source Subject Grade Level |
Useful Machines In the Useful Machine task,students will look at a picture of an old and a new washing machine, describe the differences, and describe the effect these had on people's lives. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are two photos of washing machines. This task is a part of the Knowledge and Understanding from 1996 by NEMP. |
|
Source Subject Grade Level |
Vege Peelings The Vege Peelings task allows students to evaluate and justify different approaches to organic waste disposal. Students will complete this task working one on one with a teacher-administrator. Resources required for this task include a video showing four ways to dispose of vegetable peelings and four photos. This task is a part of the Planet Earth and Beyond task series from 1999 by NEMP. |
|
Source Subject Grade Level |
Vertical Jump The Vertical Jump task allows students to demonstrate their jumping skills. Students will complete this task working in open space. The resources required for this task are four bibs. This task is a part of the Movement Concepts and Motor Skills task series from 2002 by NEMP. |
If you would like to recommend additional open-sourced performance task banks to be included in the database, or if you would like to report a broken link, please email Pai-rou Chen.
© Stanford University, Stanford, California 94305