This document provides guidance on action verbs that can be used for different goals in assessment and teaching. It includes lists of verbs for the acquisition of knowledge, making meaning, transfer of learning, and performance assessment. It also explains the GRASPS framework for constructing performance tasks, which stands for Goal, Role, Audience, Situation, Product/Performance, and Standards/Criteria. An example is provided to demonstrate how to write a performance task scenario using the GRASPS components. Additional sections cover assessment task blueprints, criteria and rubrics, and relating criteria to facets of understanding.

1. Action Verbs for
AMT
M. Broñoso

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
__________________________
Constructing a Performance Task Scenario Using GRASPS

15. ROLE
You are ___________________
Your have been asked to
__________________________
Our job is __________________
Constructing a Performance Task Scenario Using GRASPS

16. AUDIENCE
Your clients are ______________
The target audience is _________
You need to convince
_________________________
Constructing a Performance Task Scenario Using GRASPS

17. SITUATION
The context you find yourself in
is _________________________
The challenge involves dealing
with_______________________
Constructing a Performance Task Scenario Using GRASPS

18. PRODUCT, PERFORMANCE, AND
PURPOSE:
You will create a ________________
in order to _________________
You need to develop ____________
So that ____________________
Constructing a Performance Task Scenario Using GRASPS

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 ___________
Constructing a Performance Task Scenario Using GRASPS

20. Example: Math
GOAL:
♦ The goal (within the scenario) is to minimize costs for
shipping bulk quantities of M&M’s.
ROLE:
♦ You are an engineer in the packaging department of the
M&M’s candy company.
AUDIENCE:
♦ The target audience is non-engineer company executives.
SITUATION:
♦ You need to convince penny pinching company officers that
your container design will provide cost – effective use of
the given materials, maximize shipping volume of bulk
quantities of M7M’s, and be safe to transport
Constructing a Performance Task Scenario Using GRASPS

21. Example: Math
PRODUCT PERFORMANCE AND PURPOSE:
♦ You need to design a shipping container from given
materials for the safe and cost-effective shipping of the
M7M’s. Then you will prepare a written proposal in which
you include a diagram and show mathematically how your
container design provides effective use of the given
materials and maximizes the shipping volume of the
M&M’s.
STANDARDS and CRITERIA for SUCCESS:
♦ Your container proposal should . . .
• Provide cost-effective use of the given materials.
• Maximize shipping volume of bulk quantities of M&M’s.
• Be safe to transport.
♦ Your models must make the mathematical case
Constructing a Performance Task Scenario Using GRASPS

22. WRITTEN ORAL VISUAL
Advertisement
Biography
Book report or review
Brochure
Collections
Crossword puzzle
Editorial
Essay
Experiment record
Historical fiction
Journal
Lab report
Letter
Log
Magazine article
Memo
Newscast
Audiotape
Conversation
Debate
Discussion
Dramatic reading
Dramatization
Interview
Oral presentation
Oral report
Poetry reading
Puppet show
Radio Script
Rap
Skit
Song
Speech
Teach a lesson
Advertisement
Banner
Cartoon
Collage
Computer graphic
Data display
Design
Diagram
Diorama
Display
Drawing
Filmstrip
Flyer
Game
Graph
Map
Model
Possible Products and Performances (Nouns)

23. Assesment Task Blueprint
Example: Nutrition
What understanding or goals will be assessed through this task?
Students will plan appropriate diets
for themselves and others
What criteria are implied in the standards and undrstandings
regardless of the task specifics? What qualities must student work
demonstrate to signify that standards were met?
• Nutritionally sound
• Comparison of tast vs. nutrition
• Feasible

24. Assesment Task Blueprint
Example: Nutrition
Through what authentic performance task will students
demonstrate understanding?
Task Overview:
Since we have been learning about nutrition, the camp director at
the Outdoor Ed Center has asked us to propose a nutritionally
balanced menu for our three – day trip to the center later this
year. Using the USDA Food Pyramid guidelines and the nutrition
facts on food labels, design a plan for three days. Including the
three main meals and three snacks (a.m., p.m., and campfire).
Your goal is a tasty and nutritionally balanced menu. In addition
to your menu, prepare a letter to the camp director explaining
how your menu meets the USDA nutritional guidelines. Include
a chart showing a break down of the fat, protein, carbohydrates,
vitamins, minerals, and calories.

25. Assesment Task Blueprint
Example: Nutrition
What student products and performances will provide evidence of
desired understandings?
Menu with cart of nutritional values. Letter to camp director.
By what criteria will student products and performances by
evaluated.
• Menu meets USDA guidelines
• Nutritional values chart is accurate
and complete
• Menu addresses the audience and
the situation.
• Effective explanation of
nutritional value & taste
appeal of proposed menu.
• Proper letter form
• Correct spelling and
conventions

26. Assesment Task Blueprint
CRITERIA &
RUBRIC IDEAS
1. We must try to ensure that we assess what is central to the
understanding not just what is easy to score.
2. we also need to make sure that we identify the separate traits
of performance to ensure that the student gets specific and
valid feedback.
3. We need to make sure that we consider the different types of
criteria (the quality of the understanding vs. the quality of
performance in which it is revealed)

27. Assesment Task Blueprint
Three Types of Performance
Criteria with Sample Indicators
Content Process Quality Result
Describes the
degree of
Knowledge of
factual
information or
understanding
of concepts,
principles,
and
processes.
Describes
the degree of
skill or
proficiency.
Also refers to
the
effectiveness
of the
process or
method
used.
Describes the
degree of
quality
evident in
products and
performances
Describes the
overall impact
and the
extent to
which goals,
purposes, or
results are
achieved.

28. Content Process Quality Result
Accurate
Appropriate
Authentic
Complete
Correct
Credible
Explained
Justified
Important
In-depth
insightful
logical
makes
connections
precise
Careful
Clever
Coherent
Collaborative
Concise
Coordinated
Effective
Efficient
Flawless
Followed
process
Logical or
reasoned
Mechanically
correct
Attractive
Competent
Creative
Detailed
Extensive
Focused
Graceful
Masterful
Neat
Novel
Organized
Polished
Precise
Proficient
Rigorous
Beneficial
Conclusive
Convincing
Decisive
Effective
Engaging
Entertaining
Informative
Inspiring
Meets
standards
Memorable
Moving
Persuasive
Proven
Assesment Task Blueprint

29. Quality of the
understanding
Quality of the
performance
Accurate
Credible
Critical
Illuminating
Illustrative
Insightful
Grounded
Justified
Meaningful
Perceptive
Plausible
Revealing
Sensitive
Significant
Comprehensive
Effective
Efficient
Elegant
Engaging
Fluent
Graceful
Mechanically Sound
Persuasive
Posed
Polished
Practical
Precise
Skilled
Assesment Task Blueprint

30. Assesment Task Blueprint
Criteria Related to the Six Facets of Understanding
Facet 1 Facet Facet 3 Facet 4 Facet 5 Facet 6
Explanation Interpretation Application Perspective Empathy Self-
knowledge
Accurate
Coherent
Elegant
Justified
Predictive
Thorough
Illuminating
Illustrative
Important
Meaningful
Revealing
Significant
Appropriate
Effective
Efficient
Fluent
Graceful
Practical
Credible
Critical
Insightful
Plausible
Revealing
Unusual
Open
Perceptive
Receptive
Responsive
Sensitive
Tactful
Insightful
Metacognitive
Reflective
Self-adjusting
Self-aware
Wise

31. UNIT ASSESSMENT MAP
SUBJECT: Filipino 9 (Ikatlong Markahan)
UNIT TOPIC: Mga Akdang Pampanitikan ng kanlurang Asya
UNIT DESIGNER: Mr. Benjamin B. Sonajo Jr.
CONTENT STANDARD:
• Naipamamalas ng mag-aaral ang pag-unawa at
pagpapahalaga sa mga akdang pampanitikan ng
kanlurang Asya.
PERFORMANCE STANDARD:
• Ang mag-aaral ay masining na nakapagtatanghal ng
kulturang Asyano batay sa napiling mga akdang
pampanitikang Asyano.

32. UNIT ASSESSMENT MAP
Aralin 1: Panitikan: Ang Pabo at ang Prinsipe
Isinalin ni G. Benjamin B. Sonajo Jr.
Wika: Matalinghagang Pahayag
TYPE KNOWLEDGE UNDERSTANDING
(Meaning Making)
TRANSFER
PRE-
ASSESMENT/
DIAGNOSTIC
Pre – Assessment Test
Explanation, Application
FORMATIVE
ASSESMENT
ARG (Anticipation Reaction
Guide)
Interpretation, Perspective
Paghahawang
ng Balakid
(Talasalitaan)
Self Knowledge
(NG)
Paghambingin Natin
(Paghambingin sa
Dalwang Tauhan)
Application,
Explanation
(NG)

33. UNIT ASSESSMENT MAP
Aralin 2: Panitikan: Rama at Sita (Epiko ng India)
Salin ni Rene O. Villanueva
Wika: Mga Kawsatib na Pang-ugnay
TYPE KNOWLEDGE UNDERSTANDING
(Meaning Making)
TRANSFER
PRE-
ASSESMENT/
DIAGNOSTIC
Pre-
Assessment
Test
Explanation,
Application
IRF Chart
(Paghahambing)
Interpretation,
Prespective
FORMATIVE
ASSESSMENT
Word
Association
(Panitikan ng
India)
Self Knowledge
(NG)
LAF: Panoorin at
Maglista
(List all Factors)
Perspective, Self-
Knowledge (NG)
Guided Story
Plot
(Pagbubuod
Gamit ang
Grapikong
Pantulong)
Application (G)

34. Calendar of
Activities/Assesments

35. 1 2
Aralin 1:
Ang
Pabo at
ang
Prinsipe
Pre-
Assess
ment
(Pagsus
uri sa
saklaw
ng mga
aralin at
Mapa ng
Aralin
3 4 5 6 7
8 9 10 11 12 13 14