Module 2

How to Use This Module?

Welcome to the module in “Assessment in Learning 2”. This module contains

informations and activities which will enhance your knowledge and skills about authentic
assessment.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner, either at home or in
school. To help you with this, this module comes with a Portfolio Assessment. This module
also serves as your PORTFOLIO and you will be given a privilege to organize the portfolio
in your own creative way.

The portfolio is a deliberate collection of works that highlight a learner’s effort that
would enable the him/her to see his/her growth and achievement, ability to reflect on his/her
own work and ability to establish goals for future learning. Vacant slots are allotted to this
module to write your reflections and ideas.
You are required to go through a series of learning activities in order to complete
each lesson obejectives of the module. It contains Informations for you to read about
the concepts and theories of the topic, Activities for you to determine if you have
already learned the concepts and theories. Follow these activities on your own. If you
have questions, you may contact your teacher via online or through cellphone.
This will be the source of information for you to acquire knowledge and skills in
this particular course independently and at your own pace, with the help from your
teacher through online communication.
Remember to:
 Work through all the information and complete the activities in each section.
Suggested references are included to supplement the materials provided in this
module.
 Most probably your instructor/professor will monitor you via facebook messenger or
cellphone. Your instructor/professor is there to support you and show you the correct
way to do things.
 You will be given plenty of opportunity to ask questions and you may use internet as
you reference. Make sure to think critically on answering questions related to this
module. This way you will improve memory and boost your learning.
 When you are done answering all questions, you must inform your
instructor/professor for the process of submitting your output which is the
PORTFOLIO.
 You need to complete this module before you can move on to the next module.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 1
 setting.

What this module is all about?

Contents
1. What and why of performance assessment
a. Meaning and Nature
a.1. purpose of performance assessment
a.2. types of performance task (processed and product-based)
b. Principles of Performance assessment
c. Related terms
2. Developing performance task
a. Designing performance tasks
b. Goal, Role, Audience, Situation, Products, Standards (GRASPS) model: a
guide to developing authentic performance tasks
c. Differentiating performance task for diverse learners
d. Scoring rubrics
d.1 types
d.2. components
d.3. development
d.4. interpretation and utilization

Intended Learning Outcomes:

At the end of this module, you should be able to;
1. Design and develop performance task using the Goal, Role, Audience, Situation
Products, Standards (GRASPS) Model;
2. Develop appropriate assessment rubrics or customize existing one’s to fit the
desired outcome; and
3. Interpret performance or assessment data/results for monitoring and evaluating
learner achievement to improve learner performance and inform instruction.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 2
 What Do You Need to Know?
Read information carefully. Find out how much you
can remember and how much you learned by doing the
activity.

PROCESS-ORIENTED, PERFORMANCE-BASED ASSESSMENT

What is a performance-based assessment?

“The definition of performance-based assessments varies greatly

depending on author, disciple, publication, and intended audience (Palm,
2008).”
“One in which a teacher observes and makes a judgment about the student’s
demonstration of a skill or competency in creating a product, constructing a response,
or making a presentation. “
“Emphasis on student’s ability to perform tasks by producing their own work with
their knowledge and skills (i.e., singing, playing a piano)”

How will you emphasize the student’s ability in performing tasks by producing their own work
with
their knowledge and skills in this new normal type of education under pandemic?

In general, a performance-based assessment measures students' ability

to apply the skills and knowledge learned from a unit or units of study. Typically,
the task challenges students to use their higher-order thinking skills to create
a product or complete a process (Chun, 2010). Tasks can range from a simple
constructed response (e.g., short answer) to a complex design proposal of a
sustainable neighborhood. Arguably, the most genuine assessments require
students to complete a task that closely mirrors the responsibilities of a

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 3
 professional, e.g., artist, engineer, laboratory technician, financial analyst, or
consumer advocate.

In short, Performance assessment involves the demonstration and application

of knowledge, skills, and work habits through what is known as a performance task. It
is important that the task be meaningful and engaging to students.

Why is performance assessment important?

In your own idea, why is performance assessment important?

The various forms of assessment have their purposes when administered and
evaluated at the right place and time. Teachers are fully familiar with standardized state
and national tests. These tests usually evaluate student knowledge on a given day in a
standardized way, meaning every student takes the same test. Yet higher level thinking
and application of knowledge can be difficult to assess in the format of traditional tests.
In other words, traditional assessments answer the question “Do you know it?”
Performance assessment, on the other hand, answers the question “How well can you
use what you know?”

What is the purpose of performance assessment?

The purpose of performance assessment is to evaluate the actual process of

doing an object of learning. Students are expected to be able to apply knowledge learnt
in class to solve problems in the task. Apart from that, students may need to use their
thinking skill in order to complete the task.

PROCESS-ORIENTED LEARNING COMPETENCIES

 Information about outcomes is important. To improve outcomes, we need to know
about student experience along the way.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 4
  Assessment can help us understand which students learn best under what
conditions which such knowledge comes the capacity to improve the whole of
their learning.
 Process-oriented performance-based assessment is concerned with the actual
task performance rather than the output or product of the activity.
 Process-oriented performance-based assessment is concerned with the actual
task performance rather than the output or product of the activity.

LEARNING COMPETENCIES
Competencies are defined as groups or clusters of skills and abilities needed for
a particular task. The objectives focus on the behaviors which exemplify “best practice”
for the particular task. Such behavior ranges from a “beginner” or “novice” level up to
the level of “expert.” Example Task: Recite a Poem by Edgar Allan Poe, “The Raven”
Objectives: To enable the students to recite a poem entitled “The Raven” by Edgar Allan
Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction
Examples of simple competencies:
 Speak with a well-modulated voice
 Draw a straight line from one point to another point
 Color a leaf with a green crayon

Examples of complex competencies:

 Recite a poem with feeling using appropriate voice quality, facial
expression and hand gestures
 Construct an equilateral triangle given three non- collinear points
 Draw and color a leaf with a given crayon.

TASK DESIGNING
1. Identifying an activity that would highlight the competencies to be evaluated.
2. Identifying an activity that would entail more or less the same sets of
competencies.
3. Finding a task that would be interesting and enjoyable for the students
Example Topic: Understanding biological diversity

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 5
 Possible Task Design
1. Bring the students to the pond or creek
2. Ask them to find all living organisms near the pond or creek
3. Bring them to school playground to find as may living organisms they can find
4. Observe how the students will develop a system for finding such organisms,
classifying the organisms and concluding the differences in biological
diversity of the two sites

As a Teacher, how can you assess students’ authentic task?

WHAT IS A RUBRIC?
 A scoring scale used to assess student performance
 A coherent set of criteria for students' work that includes descriptions of levels of
performance quality on the criteria.
 Typically, rubrics are used in scoring or grading written assignments or oral
presentations; however, they may be used to score any form of student
performance.
 To measure student performance against a pre-determined set of criteria, a
rubric, or scoring scale, is typically created which contains the essential criteria
for the task and appropriate levels of performance for each criterion.

WHY INCLUDE LEVELS OF PERFORMANCE?

1. Clearer Expectations
2. More consistent and objective assessment
3. Better feedback

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 6
 ANALYTIC RUBRICS VERSUS HOLISTIC RUBRICS
HOLISTIC RUBRICS
 Provides comprehensive descriptions of each level of performance.
 Useful for quick and general assessment and feedback.
 Descriptions may be organized in columns or rows

ADVANTAGES OF HOLISTIC RUBRICS

o Scoring is faster than with analytic rubrics.
o Requires less time to achieve inter-rater reliability.
o Good for summative assessment

DISADVANTAGES OF HOLISTIC RUBRICS

o Single overall score does not communicate information about what to do
to improve.
o Not good for formative assessment

ANALYTIC RUBRICS
 Breaks out criteria for distinguishing between levels of performance on
each criterion.
 Useful for detailed assessment and feedback.
 Descriptions are organized in a matrix

ADVANTAGES OF ANALYTIC RUBRICS

o Gives diagnostic information to teacher.
o Gives formative feedback to students.
o Easier to link to instruction than holistic rubrics.
o Good for formative assessment; adaptable for summative assessment; if
you need an overall score for grading, you can combine the scores

DISADVANTAGES OF ANALYTIC RUBRICS

o Takes more time to score than holistic rubrics.
o Takes more time to achieve inter-rater reliability than with holistic rubrics

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 7
 HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE IN MY RUBRIC?

There is no specific number of levels a rubric should or should not possess. It will vary
on the task and your needs as long as you decide that it is appropriate. Generally, it is better to
start with a smaller number of levels of performance for a criterion and then expand if necessary

In your own idea, which is better to use: analytic rubric or holistic rubric? Explain your
answer.

What I have Learned

ACTIVITY 1

For each of the following tasks, identify at least three (3) process-oriented learning
competencies. Underline the task you have identified.

1. Constructing a graphic organizer to illustrate child growth and development

2. Constructing three dimensional models of solids from cardboards
3. Writing an essay about the EDSA III people power revolution
4. Performing a skit on the importance of a national language
5. Role playing to illustrate the concept of Filipino family values.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 8
 ACTIVITY 2

Choose five (5) activities below and construct your own scoring rubrics. Write your answer in
the space provided. (use additional sheet if necessary)

1. Use evidence to solve a mystery

2. Devise a game
3. Participate in debate
4. Infer the main idea of a written piece
5. Draw a picture that illustrates what’s describe in a story or article. Explain
what you have drawn, using details from a story or article
6. Write a research paper.
7. Apply a scoring rubric to real or simulated piece of student work
8. Write an outline of a text or oral report
9. Propose and justify a way to resolve a problem
10. Design a museum exhibit

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 9
______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 10
 What Do You Need to Know?
Read information carefully. Find out how much you
can remember and how much you learned by doing the
activity.

PRODUCT-ORIENTED PERFORMANCE- BASED ASSESSMENT

Performance-based education poses a challenge for teachers to design

instruction that is task-oriented. The trend is based on the premise that learning needs
to be connected to the lives of the students through relevant tasks that focus on
students’ ability to use their knowledge and skills in meaningful ways. In this case,
performance-based tasks require performance-based assessment in which the actual
student performance is assessed through a product, such as a completed project or
work that demonstrates levels of task achievement.

Paste a picture here of a finished product. Then make a rubric on how you are going to rate
and assess the product.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 11
 PRODUCT-ORIENTED LEARNING COMPETENCIES
Student performances can be defined as targeted tasks that lead to a product or
overall learning outcomes. Product can include a wide range of student works that target
specific skills. Examples:
COMMUNICATION SKILLS (Reading, Writing, Speaking, Listening)
PSYCHOMOTOR SKILLS (requiring physical abilities to perform a given task).
Using rubrics is one way that teachers can evaluate or assess student
performance or proficiency in any given task as it relates to a final product or leaning
outcomes. The leaning competencies associated with products or outputs are linked
with an assessment of the level of “expertise” manifested by the product. Thus, product-
oriented learning competencies target at least three (3) levels: novice or beginner’s
level, skilled level, and expert level
There are other ways to state product- oriented learning competencies. For
instance, we can define learning competencies for products or outputs in the following
way:
Level 1: Does the finished product or project illustrate the minimum expected
parts or functions? (Beginner)
Level 2: Does the finished product or project contain additional parts and
functions on top of the minimum requirements which tend to enhance the final output?
(Skilled level)
Level 3: Does the finished product contain the basic minimum parts and
functions, have additional features on top of the minimum, and us aesthetically
pleasing? (Expert level) Example: The desired product is a representation of a cubic
prism made out of cardboard in an elementary geometry class

LEARNING COMPETENCIES
The final product submitted by the students must:
 Possess the correct dimensions (5” x 5” x 5”) – (minimum specifications)
 Be sturdy, made of durable cardboard and properly fastened together – (skilled
specifications)
 Be pleasing to the observer, preferably properly colored for aesthetic purposes –
(Expert level) Example: The desired product is a scrapbook illustrating the
historical event called EDSA I People Power
The scrapbook presented by the students must:
 Contain pictures, newspaper clippings and other illustrations for the main
characters of EDSA I People Power namely: Corazon Aquino, Fidel V. Ramos,
Juan Ponce Enrile, Ferdinand E. Marcos, Cardinal Sin. – (minimum
specifications)
 Contain remarks and captions for the illustrations made by the student himself
for the roles played by the characters of EDSA I People Power – (skilled level)

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 12
 Be presentable, complete, informative and pleasing to the reader of the
scrapbook – (expert level)
Performance-based assessment for products and projects can also be used for
assessing outputs of short-term tasks such as the one illustrated below for outputs in a
typing class. Example: The desired output consists of the output in a typing class
The final typing outputs of the students must:
 Possess no more than five (5) errors in spelling – (minimum specifications)
 Possess no more than five (5) errors in spelling observing proper format based
on the document to be typewritten – (skilled level)
 Possess no more than five (5) errors in spelling, has the proper format, and is
readable and presentable – (expert level)

Notice that in all of the above examples, product-oriented performance-based learning

competencies are evidence-based. The teacher needs concrete evidence that the
student has achieved a certain level of competence based on submitted products and
projects.
TASK DESIGNING
How should a teacher design a task for product-oriented performance-based
assessment? The design of the task in this context depends on what the teacher desires
to observe as output of the students. The concepts that may be associated with task
designing include: •
Complexity. The level of complexity of the project needs to be within the range of
ability of the students. Projects that are too simple tend to be uninteresting for the
students while projects that are too complicated will most likely frustrate them
Appeal. The project or activity must be appealing to the students. It should be
interesting enough so that students are encouraged to pursue the task to completion. It
should lead self-discovery of information by the students.
Creativity. The projects need to encourage students to exercise creativity and
divergent thinking. Given the same set of materials and project inputs, how does one
best present the project? It should lead the students into exploring the various possible
ways of presenting the final output
Goal-Based. Finally, the teacher must bear in mind that the project is produced
in order to attain a learning objective. Thus, projects are assigned to students not just
for the sake of producing something but for the purpose of reinforcing learning. Example:
Paper folding is a traditional Japanese art. However, it can be used as an activity to
teach concept of plane and solid figures in geometry. Provide students with a given
number of colored papers and ask them to construct as many plane and solid figures
from these papers without cutting them (by paper folding only)

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 13
 Choose any product-based activity and then construct your own scoring rubrics. (use
separate sheet if necessary)

SCORING RUBRICS
Scoring rubrics are descriptive scoring schemes that are developed by teachers
or other evaluators to guide the analysis of the products or processes of students’ efforts
(Brookhart, 1999). Scoring rubrics are typically employed when a judgment of quality is
required and may be used to evaluate a broad range of subjects and activities
From the major criteria, the next task is to identify sub-statements that would
make the major criteria more focused ad objectives. For instance, if we were scoring an
essay on: “Three Hundred Years of Spanish Rules in the Philippines”, the major criterion
“Quality” may possess the following sub-statements:
1. Interrelates the chronological events in an interesting manner
2. Identifies the key players in each period of the Spanish rule and the roles that
they played
3. Succeeds in relating the history of Philippine Spanish rule (related as
Professional, Not quite professional, and Novice) The example below
displays a scoring rubric that was developed to aid in the evaluation of essays
written by college students in the classroom (based loosely on Leydens &
Thompson, 1997)

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 14
 When are scoring rubrics an appropriate evaluation technique?
Grading essay is just one example of performances that may be evaluated using
scoring rubrics. There are many other instances in which scoring rubrics may be used
successfully: evaluate group activities, extended projects and oral presentations. Also
scoring rubrics scoring cuts across disciplines and subject matter for they are equally
appropriate in English, Mathematics and Science classrooms.
Other Methods
Authentic assessment schemes apart from scoring rubrics exist in the arsenal of
a teacher. For example, checklists may be used rather that scoring rubrics in the
evaluation essays. Checklists enumerate a set of desirable characteristics for a certain
product and the teacher marks those characteristics which are actually observed
General versus Task-Specific
In the development of scoring rubrics, it is well bear in mind that it can be used
to assess or evaluate specific tasks or general or broad category of tasks. For instance,
suppose that we are interested in assessing the student’s oral communication skills.
Then, a general scoring rubric may be developed and used to evaluate each of the oral
presentation given by that student. After each such oral presentations of the students,
the general scoring rubrics are shown to the students which then allow them to improve
on their previous performances. Scoring rubrics have this advantage of instantaneously
providing a mechanism for immediate feedback.
In contrast, suppose the main purpose of the oral presentation is to determine
the students’ knowledge of the facts surrounding the EDSA I revolution, then perhaps a
specific scoring rubric would be necessary. A general scoring rubric for evaluating a
sequence of presentations may not be adequate since, in general, events such as EDSA
I and EDSA II differ on the situations surrounding factors (what caused the revolution)
and the ultimate outcomes of these events. Thus, to evaluate the students’ knowledge
of these events, it will be necessary to develop specific rubrics scoring guide for each
presentation.
Process of Developing Scoring Rubrics
The development of scoring goes through a process. The first step in the process
entails the identification of the qualities and attributes that the teacher wishes to observe
in the students’ outputs that would demonstrate their level of proficiency. (Brookhart,
1992). The next step after defining the criteria for the top level of performance is the
identification and definition if the criteria for the lowest level of performance
Resources
Currently, there is a broad range of resources available to teachers who wish to use
scoring rubrics in their classrooms. These resources differ both in the subject that they
cover and the level that they are designed to assess. The examples provided below are
only a small sample of the information that is available.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 15
 State of Colorado (1998) has developed an online set of general for K-12 teacher,
holistic scoring rubrics that are designed for the evaluation of various writing
assessments
Chicago Public Schools (1999) maintain an extensive electronic list if analytic and
holistic scoring rubrics that span the broad array of subjects represented throughout K-
12 education.
(1997a, 1997b; Danielson & Marquez, 1998) for mathematics teachers, Danielson has
developed a collection of reference books that contain scoring rubrics that are
appropriate to the elementary, middle school and high school mathematics classrooms.
Resources are also available to assist college instructors who are interested in
developing and using scoring rubrics in their classrooms

What I have Learned

ACTIVITY 3 – DISCUSSION
Direction: discuss the following and write your answer on the space provided.

1. Differentiate between a “process-oriented’ and “product-oriented” performance-based

assessment

2. Differentiate between a “general” and “specific” task oriented scoring rubrics.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 16
 3. What factors determine the use of scoring rubrics over other authentic assessment
procedures? Explain

4. Identify and describe the process of developing scoring rubrics for product-oriented
performance-based assessment.

ACTIVITY 4

Direction: Develop a scoring rubric from the following activities. Write your answer on the space
provided.

Essay on “Why Jose Rizal Should be the National hero”

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 17
 Group activity on “Geometric Shapes through paper folding”
What Do You Need to Know?

Oral presentation of the piece “Land of Bondage, Land of the Free”

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 18
 Read the information carefully. Find out how much you
can remember and how much you learned by doing the
activity.

GRASP MODEL

WHAT IS GRASP MODEL?

GRASPS is an acronym for: Goal – states the problem or challenge to be
resolved. Role – explains who students are in the scenario and what they are being
asked to do. Audience – who the students are solving the problem for, who they need
to convince of the validity and success of their solution for the problem.
WHAT IS GRASP IN EDUCATION.?
Defined Learning's performance tasks put the students in the role of a specific STEM
career and asks them to conduct a performance task that follows the GRASP (Goal,
Role, Audience, Situation and Product) model. Goal – The teacher starts out the project
by presenting the Goal (or big idea) of the project.

The WHY of GRASPS assessment design

GRASPS is a model advocated for by Grant Wiggins and Jay McTighe to guide
teachers in designing authentic performance-based assessment. It's a form of
assessment that engages learners to employ their thinking skills and demonstrate
application of essential knowledge, conceptual understanding, and skills acquired
throughout a unit of learning. Wiggins defined authentic assessment as "...Engaging
and worthy problems or questions of importance, in which students must use knowledge
to fashion performances effectively and creatively. The tasks are either replicas of or
analogous to the kinds of problems faced by adult citizens and consumers or
professionals in the field." (1993, qtd. by Jon Mueller).

The main takeaway for me is that teachers can use the GRASPS assessment model to:

 engage students through contextualized learning;

 provide simulations of real-world situations or challenges that adults might
encounter;
 create opportunities for students to practice transfer of learning;
 foster curiosity and building experiences of students;
 develop project management skills of students. 

The WHAT of GRASPS assessment model

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 19
 To help educators construct authentic assessment, Wiggins and McTighe's came
up with GRASPS model. GRASPS is an acronym for teachers to:

 Goal: establish the challenge, issue or problem to solve;

 Role: give students a role that they might be taking in a familiar real-life
situation;
 Audience: identify the target audience whom students are solving the problem
for or creating the product for;
 Situation: create the scenario or explain the context of the situation;
 Product/Performance and Purpose: paint a clear picture of
the WHAT and WHY of the product creation or the performance;
 Standards & Criteria for Success: inform students how their work will be
assessed by the assumed audience.

Is the GRASPS assessment model misunderstood?

A set of sentence stems have been provided to help teachers construct a

performance task and often is introduced in IB workshops. It might be because limited
time was allotted for teachers to explore thoroughly the designing principles of using
GRASPS assessment model; therefore, the summative task is sometimes described
in the format of a GRASPS performance task but fails to illustrate an actual real-world
problem or issue that can inspire students to take authentic or simulated action on.

An example might be:

 Goal: Your goal is to write a short story.

 Role: You are a middle school student.
 Audience: Your target audience is your teacher, and students and parents in
our school community.
 Situation: You have been asked by your school community to write a short
story. (This section is sometimes omitted by teachers as a clear situation is not
identified.)
 Product/Performance and Purpose: write a 800 word short story to entertain
others.
 Standards & Criteria for Success: You will be assessed against criteria B, C
and D.

It might look good at first by framing the assessment through GRASPS model, but
it's like déjà vu all over again. It is definitely a step-up when teachers begin to use
this model when creating a summative assessment task. However, this is still very
much like a traditional assessment task. First of all, the range of the target audience
is too big. The way an author writes to entertain young children, teens, or adults is
very different. The situation described above is unlikely to happen as it is vague and
more details are needed.

Another issue that needs to be addressed is that MYP teachers often inform
students that they will be assessed against criteria B, C, and D. But what do criteria
B, C and D mean? If we want students to organize, produce text, and use language
(MYP Language and Literature criteria BCD), wouldn't it be more effective for
teachers
______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 20
 clearly specify the criteria and engage students in understanding the assessment
objectives and strands? We can't expect students to develop assessment capabilities
without explicitly involving them in developing assessment literacy.

How can we develop students’ metacognition through GRASPS?

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 21
 What I have Learned

Activity 4

Direction: design and develop performance task using GRASPS model. Write your
answer in the space provided.

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 22
 What Do You Need to Know?

______________________________________________________________________________
Assessment in Learning 2 (Educ.5) john manuel c. buniel 23