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Performance Assessment: GRASPS

When constructing performance assessment tasks, it helps to use the acronym GRASPS:

G
R
A
S
P
S

Real-world Goal
Real-world Role
Real-world Audience
Real-world Situation
Real-world Products or Performances

Standards

GOAL
Provide a statement of the task.
Establish the goal, problem, challenge, or obstacle in the task.
ROLE
Define the role of the students in the task.
State the job of the students for the task.
AUDIENCE
Identify the target audience within the context of the scenario.
Example audiences might include a client or committee.
SITUATION
Set the context of the scenario.
Explain the situation.
PRODUCT
Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA [INDICATORS]
Provide students with a clear picture of success.
Identify specific standards for success.
Issue rubrics to the students or develop them with the students.

Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA:
Association for Supervision and Curriculum Development. 2004.

March 2011

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Constructing a Performance Task Scenario Using GRASPS

Consider the following set of stem statements as you construct a scenario for a performance task. Refer to
the tables above to help you brainstorm possible scenarios. Note: These are idea starters. Resist the urge to
fill in all of the blanks!
Goal:

presentation of instroducing your family

Your task is _________________________________________________________________

identify how many people in the family, name, age, interest.

Your goal is to _______________________________________________________________

remember all of the Chinese words.

The problem or challenge is ____________________________________________________

practice at home, or practice with teacher in class.

The obstacle to overcome is ____________________________________________________

Role:

member in the family

You are_____________________________________________________________________

introduce your family to the class

You have been asked to _______________________________________________________

introducing your family with family pictures you collected.

Your job is __________________________________________________________________

Audience:
classmates
Your clients are _____________________________________________________________

classmate and teacher

The target audience is ________________________________________________________

your classmates about your family

You need to convince ________________________________________________________

Situation:

from the pictures you collected

The context you find yourself in is______________________________________________

To organize the content you will present in Chinese

The challenge involves dealing with _____________________________________________

Product, Performance, and Purpose:

poster with pictures you collected

present your family members to your c

You will create a _______________________________________ in order to__________________________

a list of order you will present for your project

you can follow your list to present

You need to develop ____________________________________so that _____________________________

Standards and Criteria for Success:

present in Chinese and meet content requirement.

Your performance needs to _________________________________________________________________

teacher

Your work will be judged by _________________________________________________________________

1. How many members in your family 2. who are they?

Your product must meet the following standard (quality) __________________________________________

demostrate ability in using complete sentences in Chinese in introducing your fam

A successful result will ______________________________________________________________________

Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA:
Association for Supervision and Curriculum Development. 2004.

March 2011