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    GRASPS Instructions

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    fetpsy28
    The document discusses the acronym GRASPS for constructing performance assessment tasks. GRASPS stands for: Goal, Role, Audience, Situation, Product/Performance, Standards and Criteria for Success. It provides descriptions for each letter to guide teachers in setting up performance tasks. The goal establishes the learning outcome and purpose. The role defines the student's position. The audience is who will receive the results. The situation sets the scenario. The product/performance is what students will create. Standards and criteria determine what qualifies as a successful result.

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    GRASPS Instructions

    Uploaded by

    fetpsy28
    31 views3 pages
    The document discusses the acronym GRASPS for constructing performance assessment tasks. GRASPS stands for: Goal, Role, Audience, Situation, Product/Performance, Standards and Criteria for Success. It provides descriptions for each letter to guide teachers in setting up performance tasks. The goal establishes the learning outcome and purpose. The role defines the student's position. The audience is who will receive the results. The situation sets the scenario. The product/performance is what students will create. Standards and criteria determine what qualifies as a successful result.

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    The document discusses the acronym GRASPS for constructing performance assessment tasks. GRASPS stands for: Goal, Role, Audience, Situation, Product/Performance, Standards and Criteria for Success. It provides descriptions for each letter to guide teachers in setting up performance tasks. The goal establishes the learning outcome and purpose. The role defines the student's position. The audience is who will receive the results. The situation sets the scenario. The product/performance is what students will create. Standards and criteria determine what qualifies as a successful result.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    31 views3 pages

    GRASPS Instructions

    Uploaded by

    fetpsy28
    The document discusses the acronym GRASPS for constructing performance assessment tasks. GRASPS stands for: Goal, Role, Audience, Situation, Product/Performance, Standards and Criteria for Success. It provides descriptions for each letter to guide teachers in setting up performance tasks. The goal establishes the learning outcome and purpose. The role defines the student's position. The audience is who will receive the results. The situation sets the scenario. The product/performance is what students will create. Standards and criteria determine what qualifies as a successful result.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Performance Assessment: G R A S P S

    When constructing performance assessment tasks,


    it helps to use the acronym GRASPS
    Teacher:
    • Provides a statement of the task
    Goal • Establishes the goal, problem or challenge
    The goal provides the student with the outcome of the learning experience and the
    contextual purpose of the experience and product creation.
    Teacher:
    • Defines the role of the students in the task
    • Provides the student with the position or individual persona that they will become
    Role
    to accomplish the goal of the performance task

    The majority of roles found within the tasks provide opportunities for students to
    complete real-world applications of content.
    Teacher:
    • Identify the target audience and the context of the scenario
    Audience • The audience is the group who is interested in the findings and products that have
    been created.
    • These people will make a decision based upon the products and presentations
    created by the individual(s) assuming the role within the performance task.
    Teacher:
    • Set the context of the scenario
    Situation
    • Explain the situation
    Students will learn about the real-world application for the math performance task
    Teacher:
    • Clarify what the students will need to create and why it needs to be created
    • Provide a clear picture of what success looks like
    Performance or • Establish rubric for product
    Product
    This is designed using the multiple intelligences. The products provide various
    opportunities for students to demonstrate understanding, depending on their learning
    style and abilities. Based upon each individual learner and/or individual class, the educator
    can make appropriate instructional decisions for product development.
    Teacher:
    • adapt this project for individual students
    Differentiation:
    • ensure support for learning needs
    How are you going to extend this project for the students who can go beyond?

    Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook.
    Alexandria, VA: Association for Supervision and Curriculum Development. 2004.
    G R A S P S : Performance Assessment Builder
    Consider the following set of stem statements as you construct a scenario for a performance
    task.

    Refer to the previous idea sheets to help you brainstorm possible scenarios. (Note: These are
    idea starters. Resist the urge to fill in all of the blanks.)

    Goal :
    • Your task is _________________________________________________

    • The goal is to ________________________________________________

    • The problem/challenge is
    ____________________________________________________________

    • The obstacle(s) to overcome is (are)


    _____________________________________________________________

    Role:
    • You are _____________________________________________________

    • You have been asked to


    _____________________________________________________________

    • Your job is ___________________________________________________

    Audience:
    • Your client(s) is (are)
    _____________________________________________________________

    • The target audience is


    _____________________________________________________________

    • You need to convince


    _____________________________________________________________

    Situation:
    • The context you find yourself in is
    _____________________________________________________________

    Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook.
    Alexandria, VA: Association for Supervision and Curriculum Development. 2004.
    • The challenge involves dealing with
    _____________________________________________________________

    Product/Performance and Purpose:


    • You will create a ______________________________________________

    in order to ____________________________________________________

    • You need to develop


    _____________________________________________________________

    so that _______________________________________________________

    Standards & Criteria for Success:


    • Your performance needs to
    ____________________________________________________________

    • Your work will be judged by


    ____________________________________________________________

    • Your product must meet the following standards


    ____________________________________________________________

    • A successful result will


    _____________________________________________________________

    Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook.
    Alexandria, VA: Association for Supervision and Curriculum Development. 2004.

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