Module 6.1.

Developing Performance Tasks

Topics:
1. Design Performance Task
2. Goal, Role, Audience, Situation, Products, Standards (GRASPS) Model: A guide to developing
authentic performance Task.

LEARNING OUTCOMES:
At the end of the lesson, the pre-service teachers (PSTs) can:
1. Describe extensively their understanding in planning and designing a performance task through
a survey.
2. Design extensively a performance task for the intended lesson by using the GRASPS Model.

BTI 5.2.1 Demonstrate the knowledge of monitoring and evaluation of learners progress and
achievement using learner attainment data.

INTRODUCTION;
Performance Task is what students are required to do in the performance assessment, either
individually or in groups. The task can vary in subject and by level of complexity. Some performance
task are specific to a content area, and others integrate several subjects and skills. In this lesson, you
will know the suggestions on how to design a task and how to design a task using the GRASPS model.

ACTIVITY:
These are question to survey your understanding about the lesson. All you have to do is to
prepare a piece of paper where you can write your answer. After 3 minutes raise your answer.
If you want your students to performing a task in learning their lesson:
1. What are your basis in planning and designing the task?
2. What model are you going to follow?

ACQUISITION OF NEW KNOWLEDGE:

Design Performance Task
The following are suggestions in designing/developing performance task and the ways in improving
scoring (Gronlund, Linn & Miller, 2009).
1. Focus on learning outcomes that require complex cognitive skills and student performance.
2. Select or develop tasks that represent both content and skills that are central to important
learning outcomes.
3. Minimize the dependence of task performance on skills that are relevant to the intended
purpose of the assessment task.
4. Provide the necessary scaffolding for the students to be able to understand the task and what is
expected from their performance.
5. Construct task directions so that the student’s task is clearly indicated.
6. Clearly communicate performance expectations in terms of the scoring rubrics by which the
performance will be judged.

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Goal, Role, Audience, Situation, Products, Standards (GRASPS) Model: A guide to developing
authentic performance task.
Wiggins and McTighe’s (2010), proponent of GRASPS model is an excellent starting point in
developing an authentic performance task.. GRASPS is an acronym for:
Goal – states the problem or challenge to be resolved.
Role – explains who students are in the scenario and what they are being asked to do.
Audience – who the students are solving the problem for, who they need to convince of the validity and
success of their solution for the problem. (Remember, the audience is not limited to the
instructor.)
Situation – provides the context of the situation and any additional factors that could impede the
resolution of the problem.
Product, Performance, and Purpose – explains the product or performance that needs to be created
and its larger purpose.
Standards and Criteria for Success – dictates the standards that must be met and how the work will be
judged by the assumed audience.

Example 1:
Constructing a Task Scenario (G.R.A.S.P.S. - mathematics example)
Goal:   The goal (within the scenario) is to minimize costs for shipping bulk quantities of M&Ms.
Role: You are an engineer in the packaging department of the M&M 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
M&Ms, and be safe to transport.
Product/Performance and Purpose: You need to design a shipping container from given materials for
the safe and cost-effective shipping of the M&Ms. 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&Ms.
Standards & Criteria for Success: Your container proposal should...
- provide cost-effective use of the given materials
- maximize shipping volume of bulk quantities of M&Ms
- be safe to transport

Your models must make the mathematical case.

Example 2:
Constructing a Task Scenario (G.R.A.S.P.S. - social studies example)
Goal:   Your goal is to help a group of foreign visitors understand the key historic, geographic and
economic features of our region.
Role: You are an intern at the Regional Office of Tourism.
Audience: The audience is a group of nine foreign visitors (who speak English).
Situation: You have been asked to develop a plan, including a budget, for a four-day tour of the region.
Plan your tour so that the visitors are shown sites that best illustrate the key historical,
geographic and economic features of our region.

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Product/Performance and Purpose: You need to prepare a written tour itinerary and a budget for the
trip. You should include an explanation of why each site was selected and how it will help the
visitors understand the key historic, geographic and economic features of our region. Include a
map tracing the route for the tour. [Optional: Provide a budget for the trip.]*
Standards & Criteria for Success: Your proposed tour plan needs to include...
- an itinerary and route map - the key historical, geographic and economic features of the region
- a clear rationale for the selected sites
- accurate and complete budget figures

APPLICATION:
Constructing a Task Scenario (G.R.A.S.P.S.)
By specialization, design a performance task using the GRASPS Model by following what is required in
the format. Group yourselves by three members in a group. Submit your output before the need of the
week.

Name/s: __________________________________________________________________________
Subject: _________________________________________ Class Sched: __________________
Specialization/Major: _______________________________________________________________

Goal :
• Your task is _______________________________________________________________________
• The goal is to ______________________________________________________________________
• The problem/challenge is_____________________________________________________________
• The obstacle(s) to overcome is (are) ____________________________________________________

Role:
• You are __________________________________________________________________________
• You have been asked to ______________________________________________________________
• Your job is _______________________________________________________________________

Audience:
• Your client(s) is (are) _______________________________________________________________
• The target audience is ______________________________________________________________
• You need to convince _______________________________________________________________

Situation:
• The context you find yourself in is _____________________________________________________
• The challenge involves dealing with ____________________________________________________

Product/Performance and Purpose:

• You will create a ___________________________________________________________________ in
order to ________________________________________________________________________
• You need to develop ________________________________________________________________ so
that ___________________________________________________________________________

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Standards & Criteria for Success:
• Your performance needs to ___________________________________________________________
• Your work will be judged by __________________________________________________________
• Your product must meet the following standards __________________________________________
• A successful result will ______________________________________________________________

ASSESSMENT
The assessment of this lesson will be the ratings based from the output of students in the
application with a specific criteria on the rubric to based on as well as feedbacks will be given.

REFERENCES:
https://www.slideshare.net/paj261997/performancebased-assessment-assessment-of-learning-2-
chapter-2
https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-model-meaningful-
assessment
https://jaymctighe.com/downloads/GRASPS-Design-sheets.pdf

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