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 |
Bear Box The Bear Box task allows students to demonstrate their ability to design and draw a 3D box that is suitable for a teddy bear. Students will complete this task working in stations. The resources required for this task are a teddy bear, a pencil, a rubber, a 30 cm ruler, and an instruction card. This task is a part of the Technological Capabilities task series from 2000 by NEMP. |
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Source Subject Grade Level |
Bikes The Bikes task allows students to demonstrate their ability to investigate and evaluate design. Students will look at a picture of an old bike and answer questions about its design and purpose. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are two pictures. This task is a part of the Technological Knowledge & Understanding task series from 2004. 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 |
Biscuits The Biscuits task allows students to explore technological change and its impact. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are two pictures. This task is a part of the Technology & Society task series from 2004. 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 |
Buzzer The Buzzer task allows students to demonstrate their ability to use an electrical circuit for a particular purpose. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a floor plan of house, a red pencil, a battery, four wires with crocodile clips, a switch, and a buzzer. This task is a part of the Technological Knowledge & Understanding task series from 2000 by NEMP. |
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Source Subject Grade Level |
Car Wash The Car Wash task allows students to demonstrate their ability to generate possible solutions and related strategies. Students will design a car wash system and draw their design. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a car park mat, a toy cars, post-it notes, an instruction card, six picture cards, an answer sheet, rags, and sponges. This task is a part of the Technological Capabilities task series from 2004. 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 |
Chairs The Chairs task allows students to demonstrate their ability to identify the purpose in design of four different chairs. Students will complete this task working in stations. The resources required for this task are four pictures. This task is a part of the Technological Capabilities task series from 2000 by NEMP. |
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Source Subject Grade Level |
Changes Over Time The Changes Over Time task allows students to demonstrate their ability to evaluate decisions, strategies, outcomes and consequences through an activity about the changes of telephones over time. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are two pictures. This task is a part of the Technology & Society 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. |
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Source Subject Grade Level |
Colored Sheep In the Colored Sheep task, students are going to think up the good points, the bad points, and interesting points about an ideas. Students will complete this task working in teams. The resources required for this task are a video showing colored sheep moving around, a photograph showing colored sheep, two laminated sheets with discussion ideas, A3 answer sheets, and marker pens. This task is a part of the Evaluating Design and Design Ideas from 1996 by NEMP. |
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Source Subject Grade Level |
Computer Chair The Computer Chair task allows students to demonstrate their ability to generate and evaluate possible design solutions. Students will look at a picture of a desk and will design a computer chair that can be used by both adults and children. Students will complete this task working in stations. The resource required for this task is a picture. This task is a part of the Technological Capabilities task series from 2004. 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 |
Computer Games The Computer Games task allows students to demonstrate their ability to evaluate consequences. Students will discuss good and the bad things about children playing computer games. Students will complete this task working in teams. The resources required for this task are a picture, a Working Together Team card, and a team answer sheet. This task is a part of the Technology & Society task series from 2004 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.
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