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 |
Sixth Grade Poetry Performance Assessment In the Sixth Grade Poetry Performance Assessment students will read a poem and answer questions using all they know about interpreting poetry through close reading and re-reading. Then they will read a second poem, and write an essay in which they compare and contrast the perspectives in the two poems. This assessment includes a rubric. |
|
Source Subject Grade Level |
The Conservation Movement This task assesses students' ability to contextualize two historical documents and place them in the correct chronological order. This assessment draws on students' knowledge about American environmental movements. Document A is from an interview with Barry Commoner in Scientific American in 1997. Document B is part of an 1894 bill introduced to the House of Representatives. More than just the recall of facts and dates, students must show that they have a broad understanding of how the focus of the environmental movement changed over time and demonstrate the ability to use their knowledge about these changes to place the two documents in context. In this assessment, students who correctly contextualize the documents will see that Document B, which is a bill that proposed the establishment of Yellowstone as the first National Park, was a product of the Progressive Era push to conserve land in the West, and therefore likely written before Document A, which reflects more contemporary concerns about the effects of modern technology on the environment and human health. Resources include PDF downloads of the assessment (with primaary source materials), and a rubric with benchmark descriptors. |
|
Source Subject Grade Level |
"Ponzi" Pyramid Schemes This task asks students to examine a pyramid scheme, caluclate the first tier profits, and explain what could go wrong. This task includes: |
|
Source Subject Grade Level |
10-in-1 Gardening Tool In the 10-in-1 Gardening Tool task, students discuss the good points and the bad points of a new tool product. Students will complete this task working one on one with a teacher-administrator. The resource required for this task is a picture of the tool. This task is a part of the Evaluating Design and Design Ideas from 1996 by NEMP. |
|
Source Subject Grade Level |
10th Grade World History End-of-Year History Writing Task In the 10th Grade World History End-of-Year History Writing Task students will respond to the question "Looking at the time from the Communist Revolution in 1949 to his death in 1976, how successful was Mao Zedong in moving China toward a better society? ". They will write an essay using a variety of articles, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, organize their argument, and a writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
|
Source Subject Grade Level |
10th Grade World History French Revolution Assessment In the 10th Grade World History French Revolution Assessment from 2011-2012, students will respond to the question, "considering the goals of liberty and equality, were the gains of the FrenchRevolution (1789 – 1804) worth the pain it caused?".They will write an essay using primary sources, graphs, images as evidence. This task includes background information and sources. This task also includes:
|
|
Source Subject Grade Level |
10th Grade World History Gandhi's Vision and India Today Assessment In the 10th Grade World History Gandhi's Vision and India Today Assessment from 2012-2013, students will respond to the question, "To what extent does modern India match Gandhi’s vision?". They will write an essay using current news articles and charts and graphs as evidence. This task includes sources, background context, and a rubric. This task also includes: |
|
Source Subject Grade Level |
10th Grade World History Japanese Imperialism Assessment In the 10th Grade World History Japanese Imperialism Assessment from 2010-2011, students will evaluate the motives for Japanese imperialism in the first half of the 20th century. They will write an essay using primary and secondary sources, images, maps, and graphs as evidence. This task includes nine sources. This task also includes:
|
|
Source Subject Grade Level |
10th Grade World History Mid-Year History Writing Task In the 10th Grade World History Mid-Year History Writing Task students will respond to the question "Were the gains of the Industrial Revolution in England from 1780 to 1850 worth the pain that was caused, particularly to the working people of the country?". They will write an essay using a variety of articles, images, and charts as evidence to support their argument. This task includes resources to help students brainstorm, evaluate sources and evidence, plan their essay, organize their argument, and an argumentative writing checklist. This task also includes:
The Oakland Unified School Districted has designed this history assessment to support the literacy goals of the Common Core State Standards. |
|
Source Subject Grade Level |
10th Grade World History South Africa Assessment In the 10th Grade World History South Africa Assessment from 2003-2004, students will respond to the question, "Was the Truth and Reconciliation Commission helpful in overcoming the problems created by apartheid in South Africa?". They will write an essay using articles, graphs, and radio transcriptions as evidence. This task includes an introduction, background information, instructions, twelve sources, and a cover image. |
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
