In this research we propose a criterion to classify real mathematics tasks in a standardized assessment. Specifically, we used this criterion to categorize the tasks of six, grade 5, standardized tests administered in Italian schools from 2009 to 2014 and we analyzed the psychometric features of these items. Results show a consistent presence of real tasks in Italian standardized assessment, indicating that one of the competences that these tests are intended to assess is the ability to develop and apply mathematical thinking to solve problems from everyday situations, as desired by the European Council and PISA. Moreover, the items classified as real are not necessarily difficult for students, but they are discriminative. The analysis at an item level of this kind of tasks could provide further information about how students face real tasks in a standardized assessment