Assessment Evidence
GRASPS: Elements of the Performance Task
G – Goal
What should students accomplish by
completing this task?
R – Role
What role (prospectively) will your
students be taking?
A – Audience
Who is the relative audience?
S – Situation
The context or challenge provided to the
students
P – Product
What product/performance will the
student produce?
S – Standards and Criteria for Success
Create the rubric for the performance
task
Other Evidence
Through what other evidence will
students demonstrate achievement of
desired results? Ex. Work samples,
journals, observations, quizzes.
Formative and summative assessments
used throughout the unit to arrive at the
Students’ performance task will be to work in small
groups and come up with different situations that
provoke emotions such has happiness, anger, fear,
and sadness. Students will playact each scenario
and provide reactive responses on how to deal with
the emotions. Students’ audience will be their
peers. Students may also choose how they present
their information, (video, picture cards, audio).
Grasps elements outlined for students:
Goal: Your goal is to think about the different
things that can happen to provoke your emotions.
Role: You will be the expert on emotions
Audience: Your audience will be your peers
Situation/Scenario: You have been asked to think
about the different things that can affect emotions.
Then create a skit based on the scenarios you
choose to address how to handle these emotions.
These mini skits will be play-acted in front of your
peers.
Product: You will play-act your scenario, giving
your peers ideas on how to deal with the emotion
you have chosen.
Your presentation should:
 Show each emotional response to different
scenario
 Suggest possible ways to deal with each.
Student Self-Assessment
How will students self-assess their own learning?
outcomes.
Students will be working on many Students will engage in self-assessments by means
activities about emotions throughout the of through the use of journal entries throughout the
unit that will be added to their social unit. Students will also do emotional check-in work
emotional folders. These pieces will be sheets using pictures and emotion words. Students
used as a means for formative will also self-assess by completing facial
assessment, through which instructions expression worksheets.
will be adjusted to suit each student’s
needs. Also, teacher will be observing
and taking detailed notes through small
group activities.