1.
Designing Performance Tasks:
• teachers must clearly define the purpose of a performance task.
Is it for planning, supporting, monitoring, or verifying student
learning? This initial step is crucial for creating a focused and
meaningful assessment.
2. Use the Following Criteria to Design Performance Tasks (Three Sets
of Criteria):
The image presents three sets of criteria to guide the design of
performance tasks. Each set focuses on different aspects of task
creation:
- Set 1: Knowledge Integration and Depth of Understanding:
- Integrate knowledge and skills across multiple content standards
or strands within a content area: The task should connect
different learning objectives and demonstrate a holistic
understanding of the subject matter.
- Measure capacities such as depth of understanding, research
skills, complex analysis, and identification/providing of relevant
evidence: The task should assess not just surface-level knowledge
but also higher-order thinking skills like analysis, critical thinking,
and evidence-based reasoning.
- Require student-initiated planning, management of information
and ideas, and interaction with other materials: This means
students aren't just following a pre-defined set of steps. They
should be involved in the initial planning stages, deciding how
they will approach the task, what resources they'll need, and what
steps they'll take. This fosters critical thinking and problem-solving
skills. This promotes a learning environment where students are
not passive recipients of information but active participants in the
learning process.
- Set 2: Extended Responses and Real-World Application:
- Require the production of extended responses, such as oral
presentations, exhibitions, and other scorable products,
including more extended written responses, which might be
revised and edited: The task should elicit detailed and well-
developed responses, allowing for revision and refinement.
- Reflect on a real-world task and/or scenario-based problem: The
task should connect to real-world situations or problems, making
the learning more relevant and engaging.
- Allow for multiple approaches: The task should allow for diverse
solutions or approaches, accommodating different learning styles
and preferences.
- Represent content that is relevant and meaningful to students: The
content and context of the task should resonate with students'
interests and experiences.
- Set 3: 21st-Century Skills and Feasibility:
- Allow for demonstration of important knowledge and skills,
including those that address 21st-century skills such as critically
analyzing and synthesizing information presented in a variety of
formats, media, etc.: The task should assess students' ability to
handle information from various sources and apply critical
thinking skills.
- Require scoring that focuses on the essence of the task: The
assessment criteria should clearly reflect the key learning
objectives and avoid unnecessary details.
- Be feasible for the school/classroom environment: The task
should be practical and manageable within the constraints of the
school setting.
- In summary, the image provides a comprehensive framework for
creating effective performance tasks that assess a wide range of
skills and knowledge, promoting deeper learning and real-world
application.
Goal: Identifying the Challenge
The first element of GRASPS is the Goal. In this step, educators identify
the specific challenge, issue, or task that students are expected to
resolve or address. This goal should be clear and meaningful, pushing
students to engage with content in a way that promote both learning
and critical thinking.
Role: Assigning a Real-World Persona
The "Role" part means giving students a specific job or character to act
as while working on a task. This helps make the task more interesting
and connects it to the real world. For example, students might pretend
to be a historian, a journalist, or a filmmaker. By doing this, they can
see how what they’re learning is used in real-life careers and
understand how professionals in those fields solve similar problems.
Audience: Who Will See Their Work?
The Audience is the next important piece of the GRASPS model. In this
step, the educator helps students determine who their work will be
presented to. This could be their classmates, a teacher, the school
community, or even a wider audience outside of school, such as
parents or the general public. The audience will influence how students
approach their tasks, It encourages them to adjust their work so it
matches what the audience expects or likes.
Situation: Setting the Context
The Situation is where educators provide context and background for
the task at hand. This step helps students understand the importance
of their work and the relevance of the problem they are trying to solve.
The situation helps students connect with the task on a deeper level,
knowing that their work will have an impact beyond just the classroom.
Product/Performance and Purpose: What Are Students Creating and
Why?
Now, we come to the Product/Performance and Purpose. This
component defines exactly what students are expected to produce, as
well as the purpose behind their creation.
Standards & Criteria for Success: How Will Students Be Evaluated?
Finally, the Standards & Criteria for Success explain how students' work
will be assessed. Educators clearly outline the expectations and
benchmarks for the task, so students know what success looks like. The
criteria guide students in creating their best work while ensuring their
efforts align with the learning goals.
In conclusion, the GRASPS model offers a structured approach to
creating performance tasks that are engaging, meaningful, and
designed for real-world application. By clarifying the goal, role,
audience, situation, product, and standards, educators can help
students make deeper connections to the material and develop
valuable skills.
