Designing Performance Task using the GRASPS model

The students' attainment of the content standard may be evaluated through performance tasks. One model that may be used for this is GRASPS by McTighe and Wiggins (2005). GRASPS is an acronym that provides a structured approach for creating authentic performance tasks that engage students in meaningful learning experiences. Each letter in the acronym represents a key component of the task scenario.

G → real world Goal 

• it defines the challenge, issue, or problem that students need to address
• it sets the purpose for the task and guides students toward a specific outcome

R → real world Role 

• it assigns students a specific position or perspective within a real-life context.
• it helps students understand their purpose and responsibilities in the task.
• give students a role that they might be taking in a familiar real-life situation

A → real world Audience 

• identify the target audience whom students are solving the problem for or creating the product for
• audience identifies the intended recipients or stakeholders of the student’s work.
• it ensures that students consider the needs and expectations of a specific audience

S → real world Situation 

• the situation describes the context or scenario in which the task takes place
• it provides the context of the situation (contextualizes the challenge), relevant background information, and any additional factors that could impede the resolution of the problem

P → real world Product or Performances 

• it specifies/explains the product or performance that students need to create or produce and its larger purpose
• the purpose clarifies why this product or performance matters and how it aligns with real-world applications

S → Standards 

• the standards and criteria for success outline the expectations and quality indicators for the task
• they help students understand what constitutes successful completion of the task
• it also informs students how their work will be assessed by the assumed audience

Example:

1. Goal: Your goal is to convince the LGU to support your science investigatory project addressing an environmental problem in the community
2. Role: You are an environmentalist advocating LGU support for a science investigatory project on an environmental problem in the community
3. Audience: LGU
4. Situation: The LGU is conducting a search for science investigatory projects that can best address any of the following problems in the community:
• Fish kill in the river
• Snail infestation in rice fields
• Increasing incidence of pulmonary infections among children
5. Product: A proposed science investigatory project applying the scientific method and addressing environmental problems in the community
6. Standard: Your proposal will be judged based on the following:
• Deep understanding of the problem
• Application of the scientific method
• Cost-effectiveness of the solution to the problem

In summary, GRASPS encourages educators to design performance tasks that mirror real-world situations, engage students, and connect learning to authentic contexts. By considering these elements, teachers can create meaningful and relevant learning experiences for their students.