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 |
Book Cover The Book Cover task allows students to demonstrate their ability to evaluate visual design features. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are two book covers. This task is a part of the Viewing task series from 2006. 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 |
Breakfast Foods The Breakfast Foods task allows students to demonstrate their ability to critically evaluate advertisements. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a video recording and a laptop computer. This task is a part of the Viewing task series from 2006 by NEMP. |
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Source Subject Grade Level |
Class Instructions The Class Instructions task allows students to demonstrate their ability to recall and interpret instructions. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a video. This task is a part of the Listening task series from 1998. 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 |
Coca Cola The Coca Cola task allows students to demonstrate their ability to think critically about the intentions of visual messages. Students will complete this task working in stations. The resources required for this task are a poster and three stickers. This task is a part of the Viewing task series from 1998. 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 |
Color Cat The Color Cat task allows students to demonstrate their ability to understand and follow instructions through a cat coloring sheet. Students will complete this task working in stations. The resources required for this task are a video recording, a laptop computer, colored pencils, and an answer sheet. This task is a part of the Listening task series from 2006. 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 |
Drummer Dylan The Drummer Dylan task allows students to demonstrate their ability to comprehend news clips and think critically. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are a video recording and a laptop computer. This task is a part of the Listening task series from 2002 by NEMP. |
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Source Subject Grade Level |
Fish n' Chips The Fish n' Chips task allows students to demonstrate their ability to recall and present information. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a video of TV news item about fish and chips. This task is a part of the Listening task series from 1998. 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 |
Follow Me The Follow Me task allows students to demonstrate their ability to recall and follow instructions. Students will complete this task working independently. The resources required for this task are a "drawing" answer sheet, a red marker pen, a tangram set, a "shapes" answer sheet, and a glue stick. This task is a part of the Listening task series from 1998. 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 |
Giant Weta and Giant Dragonfly The Giant Weta and Giant Dragonfly task allows students to demonstrate their ability to obtain and analyze visual information. Students will complete this task working one on one with a teacher-administrator. The resources required for this task are two pictures and a recording book. This task is a part of the Viewing task series from 2006. 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 |
Hoyts Answer Phone The Hoyts Answer Phone task allows students to demonstrate their ability to recall audio information. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is an audio answer phone message presented on a videotape. This task is a part of the Listening task series from 1998. 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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