Unit 3 – PERFORMANCE ASSESSMENT (B.

DEVELOPING PERFORMANCE
TASK)

Learning Outcomes:
At the end of the unit, the student should be able to:
 Define performance tasks
 Implement G.R.A.S.P.S model in performance tasks
 Differentiate performance tasks
 Develop different kinds of scoring rubrics

1. Designing Performance Tasks

A performance task is any learning activity or assessment that asks students
to perform to demonstrate their knowledge, understanding and proficiency.
Performance tasks yield a tangible product and/or performance that serve as
evidence of learning.
Designing Performance Tasks: Step-by-Step Procedure
Developing Performance-Based Assessment Tasks Designing Performance
Tasks: Step-by-step Procedure
Step 1: Determine the purpose of the assessment.
Step 2: Specify the skills and outcomes along with their respective taxonomic
level.
Step 3: Create an authentic and meaningful context for the task.
Step 4: Develop a scoring instrument.
Step 5: Generate or select exemplary student responses.
Step 6: Revise the task, as necessary.

2. Goal, Role, Audience, Situation, Products, Standards (GRASPS) model: A

guide to developing authentic performance tasks

G.R.A.S.P.S Model
 GRASPS is a model for demonstrating performance of understanding
using authentic assessments. It is one of many performances of understanding
models, but is ideally suited to the kind of project-based inquiries we do in design.
There are six parts to the G.R.A.S.P.S model:
Acronym Meaning Example
G - Goal  The Goal provides the student Your task is to…
with the outcome of the learning
The goal is to…
experience and the contextual
purpose of the experience and The problem or challenge is…
product creation.
The obstacle to overcome is…
 Provide a statement of the task
 Establish the goal, problem, Example:
challenge, or obstacle in the
(within the scenario) is to create an
task.
article in a school newsletter that will
be read by teachers and students
that provides an opinion on a newly
passed law.
R - Role  The Role is meant to provide the You are…
student with the position or
You have been asked to…
individual persona that they will
become to accomplish the goal Your job is…
of the performance task. The
Examples:
majority of roles found within the
tasks provide opportunities for You are writer for the school
students to complete real-world newspaper
applications of standards-based
content.
 Define the role of the student for
the task.
 State the job of the student for
the task

A-  The Audience is the individual(s) Your clients are…

Audience who are interested in the
The target audience is…
findings and products that have
been created. These people will You need to convince…
make a decision based upon the
Example:
products and presentations
created by the individual(s) the target audience is teachers and
assuming the role within the students at your school
performance task.
 Identify the target audiences
 within the context of the
scenario
 Example audiences might
include a client or committee

S -Situation  The Situation provides the The context you find yourself in is…
participants with a contextual
The challenge involves dealing
background for the task.
with…
Students will learn about the
real-world application for the Example:
performance task Set the
the scenario: The legislature has
context of the scenario Explain
passed a new law that allows only
the situation.
service dogs to go with their owners
into public places.
P - Product  The Products within each task Performance and purpose
are designed using the multiple
You will create a …
intelligences. The products
provide various opportunities for In order to…
students to demonstrate
You need to develop a …
understanding. Based upon
each individual learner and/or So that …
individual class, the educator
can make appropriate Example:
instructional decisions for School Newspaper Article. You need
product development. to write a multi-paragraph opinion
 Clarify what the students will article
create and why they will create
it.

S-  Provide students with a clear Your performance needs to…

Standards picture of success
Your work will be judged by…
 Identify specific standard for
success Your product must meet the
 Issue rubrics to the students or following standards…
develop the with the students
A successful result will…
Example:
the standards by which the product
will be judge are:
Provide an opinion with reason that
are thoroughly developed from
 sources.
Be easy for 5th grades to read and
understand the article

3. Differentiating Performance Tasks for Diverse Learners

Diverse Learners
Includes children and students of all abilities from racially, ethnically,
culturally and linguistically diverse background.
Diversity in Classroom
 Get to know your students.
 Maintain consistent communication.
 Acknowledge and respect every student.
 Give students freedom and flexibility.
What is differentiated assessment?
a teacher’s response to the diversity of students.
What can teachers differentiate?
 Content
Knowledge, understanding and skills (KUD) that students need
to learn
 Process
How students come to understand and make sense the content
 Products
Ways for students to demonstrate what they have come to
know, understand, and be able to do after an extended period of
learning.
 Affect/learning Environment-
Link to the effects of student’s emotions and feelings on their
learning.

Cautions in Differentiating Performance Task

 Always keep in mind that the purpose is to engage learning in authentic
and meaningful manner.
  The performance tasks options must be worth the time and energy
required.
 Feasibility must be considered.

4. Scoring Rubrics (Types - Components - Development - Interpretation and

utilization)
A Scoring Rubric is an efficient tool that allows you to objectively
measure student performance on an assessment activity. Rubrics may vary in
complexity, but generally do the following:
 Focus on measuring very specific stated learning outcomes
 Use a range to rate performance
 Are based on specific performance characteristics arranged in
levels indicating the degree to which a standard has been met

a. Types of Scoring Rubrics

Analytic Rubrics
Most rubrics are analytic rubrics. An analytic rubric articulates
levels of performance for each criterion so the teacher can assess
student performance on each criterion.
Holistic rubric
A holistic rubric does not list separate levels of performance for
each criterion. Instead, a holistic rubric assigns a level of performance
by assessing performance across multiple criteria as a whole.

b. Components of Scoring Rubrics

Performance ratings may be: *Descriptors (In Progress, Basic,
Proficient, Advanced) *Numbers (1,2,3,4)
Criteria - Criteria identify the trait, feature or dimension which is to be
measured and include a definition and example to clarify the meaning of each
trait being assessed.
Descriptors - Descriptors are explicit descriptions of the performance
and show how the score is derived and what is expected of the students.
c. Development of Scoring Rubrics
Assessment sometimes carries a sense of the mysterious for
students. They may be told to take notes in class, read the chapter and
answer the questions at the end, but they may get few specifics regarding
what material will be assessed, and at what depth. In contrast, rubrics
given to students before the learning activity starts helps them get a clear
sense of what knowledge and skills they need in order to achieve a given
grade. In their book Learner-Centered Assessment on College Campuses,
Hubba and Freed (2000) point out that Scoring rubrics usually contain the
following elements:

 Clear statements of the level of knowledge you expect the

student to achieve for them to receive a given grade.
 The dimensions of the quality of work you expect the student to
achieve.
 Commentaries describing your expectations of knowledge and
quality that distinguishes each grade band (e.g. ABCDF). Keep a
few questions in mind while developing an instructional rubric.
 What are the essential elements of high-quality work?
 How many levels of achievement are to be described?
 Are the criteria for each level clearly described?

d. Interpretation and Utilization

When should a scoring rubric be used?

Rubrics can be used to classify and measure almost any
product, activity or behavior, such as essays, reports, portfolios,
 projects, oral presentations, skills evaluation, performances, or group
activities. Once you have selected or developed an assessment tool or
tools, you can create a rubric to define the expectations for the
course/program/area you are assessing.
How do I use my rubric?
 Use it to define performance on a single assessment tool such
as a test or project, with each characteristic representing either
a learning outcome or part of a learning outcome.
 Use it to define program assessment, with each characteristic
representing a broad outcome measured by a different
assessment tool.
 Use a scoring rubric to evaluate an assignment that is given in
class for a grade.
The Importance of Rubrics
 Rubrics help teachers teach.
 Rubrics help students learn.
 Rubrics help coordinate instruction and assessment.

KEY TAKEAWAYS
1. Designing a Performance Task
• On designing a performance task, teachers must know the purpose of it and the
type of assessment that the performance task is going to be.
• There are two questions that needs to be answered on designing a performance
task: "Is the performance task going to plan, support, monitor learning, or verify
learning?" and "Is the performance task going to be a formative, benchmark, or
summative assessment?"
3. Differentiating Performance Tasks for Diverse Learners
• Performance task is a noticeable product and/or performance that serves as
evidence of learning.
• Diverse learners include children and students of all abilities from racially,
ethnically, culturally and linguistically diverse background.
4. Scoring Rubrics (Types - Components - Development - Interpretation and
utilization)
• A scoring rubric is an efficient tool that allows you to objectively measure student
performance on an assessment activity.
• Scoring rubrics has two types namely, analytic rubric and holistic rubric.
• Scoring rubrics has three parts: 1) performance criteria; 2) rating scale; and 3)
indicators.
• Rubrics given to students before the learning activity starts helps them get a clear
sense of what knowledge and skills they need in order to achieve a given grade.
• Rubrics can be used to classify and measure almost any product, activity or
behavior, such as essays, reports, portfolios, projects, oral presentations, skills
evaluation, performances, or group activities.

References:
https://www.definedlearning.com/pd-center/performance-tasks/#:~:text=A
%20performance%20task%20is%20any,serve%20as%20evidence%20of
%20learning.
https://slideplayer.com/slide/6319477/
https://www.canberra.edu.au/research/faculty-research-centres/csc/archive/family-
farm-teams-program/teachers-resources/teaching-strategies-information-sheets/
Creating-authentic-assessment-taks-using-GRASPS.pdf
https://www.sites.google.com/site/connectlingcclsandblendedins/get-a-grasp
http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm#descriptors
https://serc.carleton.edu/introgeo/assessment/scorerubrics.html
https://www.wccnet.edu/mywcc/faculty-staff/curriculum/assessment/
rubric.php#:~:text=A%20scoring%20rubric%20is%20an,a%20range%20to%20rate
%20performance
https://facultyinnovate.utexas.edu/sites/default/files/build-rubric.pdf
Prepared by:
Group 6:
Ancheta, Jamaica Princess
Domingo, Jhay-Ar A.
Leal, Jhon Paul
Perez, Joseph E.
Sidchayao, Lloyd
Tamanut, Kathlyn Joyce

Checked by:
Dumelod, Melvin, LPT