GRASPING

THE

G R A S P S
Ma. Catherine A. Omori
 DESIGN a
REVIEW and
REVISIT the GRASPS plan for
ADAPT the
overview and the first quarter
GRASPS as
objectives of using the
implemented by
GRASPS model template
the Grade 10
provided

LEARNING OBJECTIVES
WHAT IS GRASPS? WHAT IS AN AUTHENTIC WHY GRASPS?
ASSESSMENT?
GRASPS is a model
advocated for by
Grant Wiggins and
Jay McTighe to
guide teachers in
designing authentic
performance-based
assessment.
It’s a form of assessment
that engages learners to
employ their thinking skills
and demonstrate application
of the essential knowledge,
conceptual understanding,
and skills acquired
throughout a unit of
learning.
Authentic assessments are
engaging and worthy problems or
questions of importance, in
which students must use
knowledge to fashion
performances effectively and
creatively.
The tasks are either replica of
or analogous to the kinds of
problems faced by adult
citizens and consumers or
professionals in the field.
 GRASPS ROADMAP

G R A S P S
GOAL AUDIENCE PRODUCT
ROLE SITUATION STANDARDS
 GRASPS ROADMAP
STANDARD
On what
criteria will
they be
judged?

AUDIENCE PERFORMANCE
GOAL Who is the student’s What will students
What task do I want target audience?
SITUATION create/develop?
the students to What’s the context?
achieve? ROLE The challenge?
What role do I want
the students to
portray?
Goal: Establish the challenge, issue or problem to solve

Role: Give students a role that they might be taking in a familiar life situation

Audience: Identify the target audience whom the students are solving the
problem for or creating the product for

Situation: Create the scenario or explain the context of the situation

Product/Performance/Purpose: Paint a clear picture of the WHY and WHAT of

the product creation or the performance

Standards: Rubrics or success criteria: Inform students how their work will be
assessed by the assumed audience
 Clearer
presentation
of the
purpose and
content of a
project-based
inquiry

Clarify the
Develop roles,
authentic perspectives,
learning and
responsibilities
experiences of students
BENEFITS

Guide the
Communicate selection of
learning
the
experiences,
expectations content and
of the inquiry skills necessary
for success
 GRASPS TIMELINE

MEETING INFORM SUBMISSION

1 5 9

PLANNING/BRAINSTORMING EXPLAIN/DISCUSS CHECKING &

2 6 THE MECHANICS 10 RECORDING

CRAFTING REMIND THE FORWARDING TO

3 7 DEADLINE 11 OTHER SUBJECT
AREAS

FORWARDING/SHARING FOLLOW UP FEEDBACKING

4 8 12
SAMPLE OUTPUTS
THANK
YOU
GRASPING
THE
GRASPS

FOR