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 |
Counting Cars The Counting Cars task allows students to demonstrate their ability to tally and interpret data through a computer program involving car color. Students will complete this task working in stations. The resources required for this task are a computer program on laptop computer and an answer booklet. This task is a part of the Statistics 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 |
Cut Cube The Cut Cube task allows students to demonstrate their understanding of spatial relationships Students will be given a red cube that has been marked to be cut into smaller cubes. They will imagine that it is has been cut through along these markings into smaller cubes and will answer several questions about the smaller cubes. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a cube (marked to be cut into twenty-seven smaller cubes and painted red) and a recording book. This task is a part of the Geometry task series from 2001. 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 |
Cut It Out In the Cut It Out task, students will cut diamonds out of papers that have been folded various times. Students will complete this task working in stations. The resources required for this task are scissors, colored paper, and a glue stick. This task is a part of the Geometry task series from 1997 by NEMP. |
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Source Subject Grade Level |
Digits The Digits task allows students to demonstrate their ability to order and read numbers by rearranging four digit cards to make the largest and smallest number possible. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are digit cards, a decimal point card, and a recording book. This task is a part of the Number & Algebra 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. |
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Source Subject Grade Level |
Division The Division task allows students to demonstrate their ability of division through a worksheet. Students will complete this task working independently. There are no resources required for this task. This task is a part of the Number task series from 1997 by NEMP. |
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Source Subject Grade Level |
Division Facts The Division Facts task allows students to demonstrate their knowledge of division facts using a computer program. Students will complete this task working in stations. Resources required for this task include a computer program on a laptop and a recording booklet. This task is a part of the Number & Algebra 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 |
Division Facts The Division Facts task allows students to demonstrate their knowledge of division facts through a computer program. Students will complete this task working in stations. The resources required for this task are a laptop computer with video recording and an answers sheet. This task is a part of the Number task series from 2001. 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 |
Dot to Dot The Dot to Dot task allows students to demonstrate their ability to draw geometric figures. Students will join dots to draw a right triangle, a rectangle, a square, and a hexagon. Students will complete this task working independently. The resource required for this task is a ruler. This task is a part of the Geometry 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. |
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Source Subject Grade Level |
Estimates The Estimates task allows students to demonstrate their measurement sense and number strategy and their ability to estimate and to select and use devices. Students will complete this task working in teams. The resources required for this task are two cards, two calculators, two 250ml marked cups, two pairs of answer sheets, two stop watches, two story books, and two balls. This task is a part of the Measurement task series from 2009 by NEMP. |
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Source Subject Grade Level |
Farmyard Race The Farmyard Race task allows students to demonstrate their logic skills. Students will arrange eight animals in the order they finished a race using cue cards. Students will complete this task working in teams. The resources required for this task are a placement mat, eight plastic animals, and four clue cards. This task is a part of the Algebra and Statistics task series from 2001. 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. |
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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