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Grasps

The acronym G.R.A.S.P.S. provides a framework for constructing performance assessment tasks. It stands for Goal, Role, Audience, Situation, Product/Performance, and Standards. The Goal states the task, problem, challenge, or obstacle. The Role defines the student's job. The Audience identifies who the product is for. The Situation sets the context. The Product clarifies what the students will create and why. Standards and criteria provide a clear picture of success. Teachers should use this framework to develop scenarios and stem statements to guide students' performance tasks.

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650 views3 pages

Grasps

The acronym G.R.A.S.P.S. provides a framework for constructing performance assessment tasks. It stands for Goal, Role, Audience, Situation, Product/Performance, and Standards. The Goal states the task, problem, challenge, or obstacle. The Role defines the student's job. The Audience identifies who the product is for. The Situation sets the context. The Product clarifies what the students will create and why. Standards and criteria provide a clear picture of success. Teachers should use this framework to develop scenarios and stem statements to guide students' performance tasks.

Uploaded by

Emelyn Depolio Pulac
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PERFORMANCE ASSESSMENT: G.R.A.S.P.S.

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

G- GOAL

R- ROLE

A- AUDIENCE

S- SITUATION

P- PRODUCTS/ PERFORMANCE

S- STANDARDS

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

ROLE
Define the role of the students in the task.
Stat the job of the student for the task.

AUDIENCE
Identify the target audience within the context of the scenario.
Example audiences might include a client or a 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 standards for success.
Issue rubrics to the students or develop them with the students.

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.
GOAL:

Your task is ______________________________________________________________

Your goal is ______________________________________________________________

The problem or challenge is _________________________________________________

The obstacle to overcome is _________________________________________________

ROLE:

You are __________________________________________________________________

You have been asked to _____________________________________________________

Your job is ________________________________________________________________

AUDIENCE:

Your clients are ____________________________________________________________

The target audience is _______________________________________________________

You need to convince ________________________________________________________

SITUATION:

The context you find yourself in is ______________________________________________

The challenge involves dealing with _____________________________________________

PRODUCT, PERFORMANCE AND PURPOSE:

You will create a ________________________ in order to ___________________________

You need to develop ___________________________ so that ________________________

STANDARDS AND CRITERIA FOR SUCCESS:

Your performance needs to ____________________________________________________

Your work will be judged by ___________________________________________________

Your product must meet the following standard (quality) ____________________________

A successful result will _______________________________________________________

Note:
 There are two big tasks to be attached in your G.R.A.S.P.S. (First and Second
Quarter)
 The G.R.A.S.P.S. must be in a PARAGRAPH FORM.
 1 inch all sides for margins
 Follow format in page 3 of this document.

King’s College of the Philippines


Pico Rd., La Trinidad, Benguet
Basic Education Department
Senior High School

PERFORMANCE ASSESSMENT: G.R.A.S.P.S.

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