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 |
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Source Subject Grade Level |
Very Tall and Very Small The Very Tall and Very Small task allows students to demonstrate their ability to create a bar graph. Students will complete this task working in one on one with a teacher-administrator. The resources required for this task are a folding meter ruler, a result sheet, and spoken instructions. This task is a part of the Construction or Completing Graphs, Tables, and Maps task series from 1995 by NEMP. |
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Source Subject Grade Level |
Weekend Trip The Weekend Trip task allows students to demonstrate their ability to interpret a traveling time and distance table. Students will complete this task working in stations. The resource required for this task is a South Island traveling time and distance table. This task is a part of the Construction or Completing Graphs, Tables, and Maps 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. |
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Source Subject Grade Level |
Weet-bix Breakfast The Weet-bix Breakfast task allows students to demonstrate their ability to interpret a nutrition table. Students will complete this task working in stations. The resource required for this task is a color reproduction of the end panel of a cereal packet with a nutrition table. This task is a part of the Interpretation of Graphs, Tables, and Maps task series from 1995 by NEMP. |
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Source Subject Grade Level |
What's Happening The What's Happening task allows students to demonstrate their ability to interpret a bar graph. Students will complete this task working in stations. The resource required for this task is a bar graph. This task is a part of the Construction or Completing Graphs, Tables, and Maps task series from 1999 by NEMP. |
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Source Subject Grade Level |
Whats for Lunch The Whats for Lunch task allows students to demonstrate their ability to interpret a bar graph. Students will complete this task working in stations. The resource required for this task is a bar graph. This task is a part of the Interpretation of Graphs, Tables, and Maps task series from 1995 by NEMP. |
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Source Subject Grade Level |
Whoops!! The Whoops!! task allows students to demonstrate their ability to complete a bar graph. Students will complete this task working in stations. The resource required for this task is a graph in a recording book. This task is a part of the Construction or Completing Graphs, Tables, and Maps 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. |
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Source Subject Grade Level |
Women in Parliament The Women in Parliament task allows students to demonstrate their ability to interpret a line graph. Students will complete this task working in stations. The resource required for this task is a line graph. This task is a part of the Interpretation of Graphs, Tables, and Maps task series from 1995 by NEMP. |
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Source Subject Grade Level |
Zzz The Zzz task allows students to demonstrate their ability to construct a graph. Students will complete this task working independently. The resources required for this task are a bar graph in a recording book and a ruler. This task is a part of the Construction or Completing Graphs, Tables, and Maps task series from 2003 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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