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 |
Hot Stuff The Hot Stuff task allows students to investigate heat transfer and experimental design. Students will design their own experiment to determine which material of cup keeps water hot for the longest amount of time. Then they will do the experiment they have designed. This task includes three questions and students will complete this task working in teams. Resources required for this task include a three cups marked A (paper), B (plastic), C (ceramic); paper towels, a measuring jug, three thermometers, a team answer sheet, a stop watch, and a jug with very hot water. This task is a part of the Physical World task series from 2007. |
|
Source Subject Grade Level |
How does it Work: Thermometer The How does it Work: Thermometer task allows students to explain the operation of measuring instrument and predict the effects of alterations of its components. Students will answer five questions. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a thermometer. This task is a part of the Physical World 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 |
Inside Outside Skeletons The Inside Outside Skeletons task focuses on animal adaptations and their skeletons. Students will look at pictures of animals with different types of skeletons and discuss the advantages and disadvantages of having each type. This task includes six questions. Students will complete this task working one on one with a teacher-administrator. Resources required for this task are three pictures of animals with skeletons on the outside, skeletons on the inside, and no skeletons. This task is a part of the Living World 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 |
Jelly Crystals The Jelly Crystals task allows students to design a fair test experiment on the dissolving This task is a part of the Material World task series from 2007. 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 |
Kai Moana The Kai Moana task allows students to demonstrate their knowledge of the identification and specific coastal habitat of 10 seafoods. Students will complete this task working in stations. Resources required for this task are a picture of a coastal scene and stickers with the names of seafoods. This task is a part of the Living World task series from 1999 by NEMP. |
|
Source Subject Grade Level |
Keas and Albatrosses In the Keas and Albatrosses task students will look at a picture of a Kea and a picture of an albatross and answer five questions. Students will complete this task working one on one with a teacher-administrator. Resources required for this task are two postcards, one showing a kea, one showing an albatross and chick. This task is a part of the Living World task series from 1995. 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 |
Kiwi and Kea The Kiwi and Kea task allows students to investigate the adaption differences between two New Zealand birds: the kiwi and the kea. This task includes eight follow up questions. Students will complete this task working one on one with a teacher-administrator. Resources required for this task include a picture of a kiwi and a kea. The Kiwi and Kea task is a part of the Living World task series from 2007. 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 |
Knowledge Tasks The Knowledge Tasks task allows students to demonstrate their knowledge of various topics through three multiple choice questions. Students will complete this task working in stations. No resources are required for this task. This task is a part of the Physical World task series from 1995 by NEMP. |
|
Source Subject Grade Level |
Knowledge Tasks The Knowledge Tasks task allows students to demonstrate their knowledge of a variety of topics through six questions. Students will complete this task working in stations. No resources are required for this task. This task is a part of the Planet Earth and Beyond task series from 1995 by NEMP. |
|
Source Subject Grade Level |
Knowledge Tasks In the Knowledge Tasks task, students will answer ten multiple choice questions Students will complete this task working in stations. No resources are required for this task. This task is a part of the Living World task series from 1995. 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.
© Stanford University, Stanford, California 94305