The document discusses the GRASPS model for designing authentic performance-based assessments. It defines GRASPS as a framework that engages students in applying their skills and knowledge to solve meaningful problems. The GRASPS model provides guidelines for teachers in establishing the goal, role, audience, situation, and standards for assessments. It helps ensure assessments are clear, contextualized, and communicate expectations to students. The document outlines the benefits of using GRASPS, such as guiding inquiry-based learning and developing authentic experiences.

1. G R A P
S
GRASPING
THE
S
Ma. Catherine A. Omori

2. REVISIT the
overview and
objectives of
GRASPS model
REVIEW and
ADAPT the
GRASPS as
implemented by
the Grade 10
DESIGN a
GRASPS plan for
the first quarter
using the
template
provided
LEARNING OBJECTIVES

3. WHAT IS GRASPS? WHAT IS AN AUTHENTIC
ASSESSMENT?
WHY GRASPS?

4. GRASPS is a model
advocated for by
Grant Wiggins and
Jay McTighe to
guide teachers in
designing authentic
performance-based
assessment.

5. It’s a form of assessment
that engages learners to
employ their thinking skills
and demonstrate application
of the essential knowledge,
conceptual understanding,
and skills acquired
throughout a unit of
learning.

6. Authentic assessments are
engaging and worthy problems or
questions of importance, in
which students must use
knowledge to fashion
performances effectively and
creatively.

7. The tasks are either replica of
or analogous to the kinds of
problems faced by adult
citizens and consumers or
professionals in the field.

8. G R A P
S
GOAL
ROLE
AUDIENCE
SITUATION
PRODUCT
STANDARDS
GRASPS ROADMAP
S

9. GOAL
What task do I want
the students to
achieve?
AUDIENCE
SITUATION
PERFORMANCE
GRASPS ROADMAP
ROLE
What role do I want
the students to
portray?
STANDARD
What’s the context?
The challenge?
Who is the student’s
target audience?
What will students
create/develop?
On what
criteria will
they be
judged?

10. Goal: Establish the challenge, issue or problem to solve
Role: Give students a role that they might be taking in a familiar life situation
Audience: Identify the target audience whom the students are solving the
problem for or creating the product for
Situation: Create the scenario or explain the context of the situation
Product/Performance/Purpose: Paint a clear picture of the WHY and WHAT of
the product creation or the performance
Standards: Rubrics or success criteria: Inform students how their work will be
assessed by the assumed audience

12. BENEFITS
Clearer
presentation
of the
purpose and
content of a
project-based
inquiry
Clarify the
roles,
perspectives,
and
responsibilities
of students
Guide the
selection of
learning
experiences,
content and
skills necessary
for success
Communicate
the
expectations
of the inquiry
Develop
authentic
learning
experiences

18. 2
3
4
1
6
7
8
5
10
11
12
9
MEETING INFORM SUBMISSION
PLANNING/BRAINSTORMING EXPLAIN/DISCUSS
THE MECHANICS
CHECKING &
RECORDING
CRAFTING REMIND THE
DEADLINE
FORWARDING TO
OTHER SUBJECT
AREAS
FORWARDING/SHARING FOLLOW UP FEEDBACKING
GRASPS TIMELINE

19. SAMPLE OUTPUTS

20. FOR
GRASPING
THE
GRASPS
THANK
YOU