The GRASPS method outlines a performance-based integrative assessment for grade 11 students over weeks 7-8. Students will take on the role of information organizers and expounders tasked with creating a graphic organizer comparing the Abrahamic religions of Judaism, Christianity, and Islam in Asia. The graphic organizer will be introduced, explained, and concluded by representatives and address 8 competencies across subjects like world religions, literature analysis, research, and statistics. Students' work will be evaluated using rubrics on organization, accuracy, creativity, and impact for the graphic organizer as well as understanding of sports and physical activity.

1. GRASPS METHOD
Performance Based Integrative Assessment in Grade 11 (Week 7-8)
GOAL Make a Graphic Organizer
ROLE Information organizers and expounders
AUDIENCE Students
SITUATION As information organizers and expounders, you are task to make a graphic organizer that would expound
the learnings of the students in your community about the Abrahamic religions. You should be able to
explain and deepen the differences and similarities of the three Abrahamic religions namely: Judaism,
Christianity and Islam in Asia based on published and reviewed literature. The organizers should assign a
representative for its introduction, explanation, and conclusion.
PRODUCT Graphic Organizer
STANDARDS 1. Introduction to World Religion- The learner conducts a panel discussion on Muslim beliefs and practices
(when possible inviting a Muslim).
2. Pagbasa at Pagsusuri ng Iba't- ibang Teksto Tungo sa Pananaliksik -Nakasusulat ng panimulang
pananaliksik sa mga ponemang kultural at panlipunan sa bansa.
3. Practical Research 1-Present written review of relate literature
4. Reading and Writing Skills - The learner critiques a chosen sample of each pattern of development
focusing on information selection, organization, and development.
5. HOPE 2- The learner leads fitness events with proficiency and confidence resulting in independent
pursuit and in influencing others positively.
6. Physical Science- make either a poster, a flyer, or a brochure on a product (such as fuels, household, or
personal care products) indicating its uses, properties, mode of action, and precautions.
7. Statistics and Probability- The learner is able to apply a suitable sampling and sampling distributions of
the sample mean to solve real-life problems in different disciplines.

2. GRASPS METHOD
Performance Based Integrative Assessment in Grade 11 (Week 7-8)
Subject Focused Competency/ies
1. Introduction to World Religion Compare and contrast the uniqueness and similarity of Judaism, Christianity and Islam
Subject Integration Competency/ies
2. Pagbasa at Pagsusuri ng
Iba't- ibang Teksto Tungo sa
Pananaliksik
Nakasusulat ng mga reaksyong papel batay sa binasang teksto ayon sa katangian at
kabuluhan nito sa pamilya, komunidad, bansa at daigdig
3. Practical Research 1 Presents written review of literature
4. Reading and Writing Skills Identify claims explicitly or implicitly made in a written text( claim of fact; policy; value)
5. Health Optimizing Physical
Education 2
Engages in moderate to vigorous physical activities for at least 60 minutes most days of the
week in a variety of settings in-and-out of school
6. Physical Science Identify the active ingredient(s) of cleaning products used at home
7. Statistics and Probability Define the sampling distribution of the sampling mean using the central limit theory.

9. RUBRIC FOR STATISTICS & PROBABILITY GRAPHIC ORGANIZER Performance Task for Week 7-8
Criteria 4 3 2 1
Organization All essential parts are
discussed
comprehensively in the
graphic organizer.
All essential parts are discussed
however. Not comprehensively.
The graphic organizer lacks
some details and is not
discussed comprehensively.
The graphic organizer
lacks substance.
Accuracy All statistics and data are
accurate and resources
are all properly cited.
Some statistics and data may be
misleading or unclear but
resources are all properly cited.
Some statistics and data cannot
be verified due to resources
being improperly cited.
Explanations are
minimal to
nonexistent and
statistics and data are
not cited.
Creativity Additional elements, such
as symbols, pictures or
maps, are incorporated to
enhance the graphic
organizer.
Additional elements are used, but
not enhance the graphic
organizer.
No additional elements are used. Additional elements
are included that are
not relevant to the
topic of the graphic
organizer.
Overall Impact The graphic organizer is
flawlessly written and well
presented.
The graphic organizer is
satisfactorily written and well-
presented.
The graphic organizer is flawed
and lacks essence.
The graphic organizer
is poorly written.

10. RUBRIC FOR H.O.P.E. 2 WRITTEN OUTPOPUT
(Informative essay)
WEEK 7-8
CRITERIA 10 8 6
Demonstration on
understanding of
sports in optimizing
one’s health as a
habit.
.
Effectively demonstrates
understanding of
sports in optimizing
one’s health as a
habit.
Satisfactorily demonstrates
understanding of
sports in optimizing
one’s health as a
habit.
Poorly demonstrates
understanding of sports in
optimizing one’s health as a habit.
Demonstration on understanding on
sports as requisite for physical activity
assessment
performance.
Effectively demonstrates
understanding on sports as
requisite for physical activity
assessment
performance.
Satisfactorily demonstrates
understanding on sports as
requisite for physical activity
assessment
performance.
Poorly demonstrates
understanding on sports as
requisite for physical activity
assessment
performance.
Demonstration on understanding on
sports
as a career opportunity.
Effectively demonstrates
understanding on sports as a
career opportunity
Satisfactorily demonstrates
understanding on sports as a
career opportunity
Poorly demonstrates
understanding on sports as a
career opportunity