This document provides guidance on using action verbs to plan teaching and learning goals according to the AMT framework of Acquisition, Making Meaning, and Transfer. It lists examples of action verbs for each goal type. The document also introduces the GRASPS framework for constructing performance assessment tasks, which stands for Goal, Role, Audience, Situation, Product, Standards and Criteria. It provides descriptions of each GRASPS element and an example of how to construct a performance task scenario using the GRASPS framework.

1. Action Verbs for
AMT

2. Action Verbs for
AMT
• Use the list of action verbs
to help plan teaching and
learning according to
you’re
A-M-T goals.

3. GOAL TYPES Action Verbs
Acquisition
of knowledge and skill
Apprehend Notice
Calculate Paraphrase
Define Plug in
Discern Recall
Identify State
Memorize Select
Making Meaning
coming to understanding
Analyze Interpret
Compare Justify/Support
Contrast Prove
Critique Summarize
Defend Synthesize
Explain Test
Evaluate Translate
Generalize Verify

4. GOAL TYPES Action Verbs
Transfer
Learning to new situations
Adapt (based on feedback)
Adjust (based on results)
Apply
Create
Design
Innovate
Perform Effectively
Self-asses
Solve
Troubleshoot

5. Perfomance
Assesment GRASP
• When constructing
performance assessment
tasks, it helps to use the
acronym GRASPS:

7. GOAL
♦ Provides a statement of the
task.
♦ Establish the goal, problem,
challenge, or obstacle in the
task.

8. ROLE
♦ Define the role of the students
in the task.
♦ state the job of the students for
the task.

9. AUDIENCE
♦ Identify the target audience
within the context of the
scenario.
♦ Example audiences might
include a client or committee.

10. SITUATION
♦ Set the context of scenario.
♦ Explain the situation

11. PRODUCT
♦ Clarify what the students will
create and why they will create
it.

12. STANDARDS and
CRITERIA [indicators]
♦ Provide students with a clear
picture of success.
♦ Identify specific standards for
success.
♦ Issue rubrics for students or
develop them with the students.

13. Constructing a
Performance
Task Scenario
Using GRASPS

14. GOAL
Your task is _______________
Your goal is to _____________
The problem or challenge is
__________________________
The obstacle to overcome is
__________________________

15. ROLE
You are ___________________
Your have been asked to
__________________________
Our job is __________________

16. AUDIENCE
Your clients are ______________
The target audience is _________
You need to convince
_________________________

17. SITUATION
The context you find yourself in
is _________________________
The challenge involves dealing
with_______________________

18. PRODUCT, PERFORMANCE, AND
PURPOSE:
You will create a ________________
in order to _________________
You need to develop ____________
So that ____________________

19. 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 ___________