Association for Supervision and Curriculum Development. 2004. March 2011

Performance Assessment: GRASPS

When constructing performance assessment tasks, it helps to use the acronym GRASPS:

G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards GOAL

Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task.

ROLE Define the role of the students in the task. State the job of the students for the task.

AUDIENCE

Identify the target audience within the context of the scenario. Example audiences might include a client or committee.

SITUATION

Set the context of the scenario. Explain the situation.

PRODUCT

Clarify what the students will create and why they will create it.

STANDARDS and CRITERIA [INDICATORS]

Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students.

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Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA:

Association for Supervision and Curriculum Development. 2004. March 2011

Constructing a Performance Task Scenario Using GRASPS

Consider the following set of stem statements as you construct a scenario for a performance task. Refer to the tables above to help you brainstorm possible scenarios. Note: These are idea starters. Resist the urge to fill in all of the blanks!The most effective summative assessments are those that allow students to apply what they have learned in authentic situations. They require students to generate, rather than choose, a response. (Wiggins, 1993) They are based on the premise that “We all have different strengths and weaknesses in how we learn. Similarly we are different in how we can best demonstrate what we have learned” (Mueller, 2001). Authentic assessments attempt to meet the needs of this diverse range of learners.
In this module, you will understand the relationship between summative assessments, grading, and reporting.

ASSIGNMENT
https://www.thoughtco.com/ideas-for-performance-based-activities-7686
1) Read through the entire website written by Dr. Jon Mueller, Professor of Psychology at North Central College in Naperville, Illinois. It is the most comprehensive guide to Authentic Assessment Ive seen to date: http://jfmueller.faculty.noctrl.edu/toolbox/index.htm(Links to an external site.).
2) Design an original, authentic assessment from any approved content strand in your area of study. Use the GRASPS outline to plan your summative assessment.I HAVE ATTACHED GRASPS
Actions
3)Design an appropriate scoring rubric to accompany the performance task.

http://www.uwstout.edu/academics/online-distance-education/online-professional-development/educational-resources-rubrics/creating-and-using-rubrics-assessment

https://www.edutopia.org/blog/when-grading-harms-student-learning-andrew-miller

http://www.teachhub.com/assessment-6-steps-more-efficient-effective-grading