The performance-based assessment was developed to assess students' higher order thinking skills in real-life problem-solving situations in Alberta, Canada. These tasks assess aspects of science that cannot be measured easily by regular paper and pencil tests. The purpose of this document is to provide teachers, administrators, students, and parents with samples of students' performances that exemplify standards in relation to the 1994 Grade 6 Science Performance-Based Assessment Tasks. Thirty-one schools were randomly selected to participate in this assessment. From these schools, 698 randomly selected students did the performance-based assessment. The activities allowed students to implement a variety of strategies with hands-on materials, and to collect information. Students were asked how they carried out these strategies to solve problems. Their responses provided another picture of what they knew and were capable of producing. The samples of students' work selected for this booklet illustrate the provincial standards for Grade 6 science students at three levels: the Standard of Excellence; the Acceptable Standard; and Not Yet At the Acceptable Standard. The commentaries that accompany the samples highlight selected features of the students' responses and show how the scoring criteria relate to students' work. Appendixes include mathematics holistic scoring criteria and percentage of students at each level. (JRH)