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.
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Source Subject Grade Level |
Where in the World The Where in the World task allows students to demonstrate their ability to represent the general configuration of the map of New Zealand by drawing a sketch map unaided, followed by marking their own home town or city on their map Students will complete this task working in one on one with a teacher-administrator. The resources required for this task are a list of place names, a pencil, and a marker pen. This task is a part of the Knowledge task series from 1997 by NEMP. |
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Source Subject Grade Level |
Where in the World Are We? The Where in the World Are We? task allows students to demonstrate their knowledge of locations on a world map. Students will complete this task working in stations. The resources required for this task are a laptop computer and a computer program. This task is a part of the Place and Environment task series from 2001 by NEMP. |
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Source Subject Grade Level |
Whose Land Is This? In this task, students will explore the pressure and its consequences on the First Nations territory between 1763 and 1814. This task includes: |
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Source Subject Grade Level |
Wind Power The Wind Power task allows students to demonstrate their understanding of why people view resources differently and problem resolution. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a video and a laptop computer. This task is a part of the Resources and Economic Activities task series from 2009. 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. |
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Source Subject Grade Level |
Working Together The Working Together task allows students to demonstrate their ability to create a set of rules collaboratively. Students will complete this task working in teams. The resources required for this task are paper pads, a summary of instructions, and an activity sheet. This task is a part of the Organization task series from 1997 by NEMP. |
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Source Subject Grade Level |
World Current Events The World Current Events task allows students to demonstrate their awareness and knowledge or world current events. Students will complete this task working one on one with a teacher-administrator. The are no resources required for this task. This task is a part of the Time, Continuity, and Change task series from 2005 by NEMP. |
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Source Subject Grade Level |
World Wide The World Wide task allows students to demonstrate their knowledge of world geography. Students will complete this task working stations. The resources required for this task are a computer program and a laptop computer. This task is a part of the Place and Environment task series from 2009. 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. |
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Source Subject Grade Level |
You Be the Author In this task, students will explore what three events they would write into a textbook on the First World War and create an outline to be sent to the publisher. This task includes: |
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Source Subject Grade Level |
Your Birthday in History In this task, students will research BC history and discover events that coincide with their birthdays. This will culminate in a Fair presentation. This task includes: |
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.
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