Republic of the Philippines

Tarlac State University

COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-Accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP), Inc.
______________________________________________________________________________

ASSESSMENT OF LEARNING 2

PERFORMANCE TASK USING

GRASPS MODEL

SUBMITTED BY:
LAPASTORA, LYZA RHANE M.
BATCHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
GROUP 1

SUBMITTED TO:
MR. NELVIN NOOL
COURSE INSTRUCTOR
Competency: EN10LIT-1-6 Publish an original literary text that reflects culture: short film

As a Grade 10 student who has already completed a literary text composition as a means
of showcasing Filipinos' diverse folklore with your assigned groupmates, you will now take part
in making a short film that will bring your original composition into life as your final output.
Three weeks will be given for the group to film the original literary text they made. The ability to
construct a structured, original, and coherent story flow as well as the cinematography will be
observed. The short film will consist of three parts. The first part involves introducing the
mythical characters and the setting of the short film. The second part of the short film involves
the scenes presenting the plot of the story. And the last part will be the ending which is about the
lesson from the short film. Production credits should also be included at the end of the video.
The short film will be presented in the classroom to be watched by students and the teacher.

GRASPS MODEL
GOAL The goal is to showcase Filipinos' diverse folklore through a short film within three
weeks.

ROLE As a Grade 10 student who has already completed an original literary text composition
with your assigned groupmates, you have been asked to take part in making a short film
showing Filipinos' diverse culture.

AUDIENCE The audience for the short film viewing will be your fellow students and your teacher, the
latter is going to assess the originality, execution of plot, characters' acting, implied
message, and the cinematography of your short film.

SITUATION You are a group of Grade 10 students who have been assigned to create a short film
showcasing Filipinos' diverse folklore within three weeks. You will be presenting your
film to your fellow students and teacher, who will be assessing your film based on its
originality, execution of the plot, characters' acting, implied message, and
cinematography.

PRODUCT A short film that showcases Filipinos' diverse folklore in a creative, informative, and
engaging way. The film should accurately represent Filipino folklore and demonstrate
your group's understanding of your original literary text composition. The film should
also be appropriate for a general audience, including children, and visually appealing and
well-edited.

STANDARD Your film should meet the following standards:

Originality: Your film should be unique and creative. It should not simply retell a
familiar Filipino folktale.
Execution of plot: Your film should have a clear and well-executed plot. The plot should
be engaging and keep the audience interested.
Characters' acting: The actors in your film should give believable and engaging
performances.
 Implied message: Your film should have a clear and meaningful implied message.
Cinematography: Your film should be visually appealing and well-edited.

Reflection:

Doing the GRASP model was not easy. Looking for competency was the first step we
took, and by just choosing, we really had a difficult time. Because we are tasked with creating
a performance task out of the chosen competency, we collaborate and share our thoughts,
ideas, and suggestions. From the broader learning objectives of the chosen competency, we
tried and succeeded in being as specific as we could. We must clearly state the issue or
condition we wish to address in order to implement the GRASP model. Make sure you are
aware of the issues or potential improvements. Gather every relevant piece of knowledge and
data about the issue. This could entail data analysis, surveys, interviews, or research. For your
model, establish definite, attainable goals. By utilizing the GRASP model, what do you want to
accomplish? Make sure your objectives are achievable and feasible. To help you reach your
objectives, it promotes structured thought and decision-making. And also, in doing the
GRASP model, I've come to realize how critical thinking skills, comprehension, and other
intellectual skills are being used here. I honestly don't get the whole idea about this type of
activity, but because of this activity and with my group mates, I was able to understand it. I
owe it to my group because they also play a huge part in my performance in this activity.
 Peer Evaluation Form for Group Work

Write the name of each of your group members in a separate column. Rate your level of
participation from 1 (lowest) to 10 (highest) and justify your answer. Then rate the participation level of each
member of your group from 1 to 10 and elaborate your rating for each member.

Myself Group Group Group Group Group Group Group Group Group
member: member: member: member: member: member: member: member: member:

ESGUERRA, FACUN, GOZUM, MAMAWA MENDOZA, MOJICO, PUNTILA SALAS, TABAG,

MARIELLA AL JESSI N, KATRINA LINDLY R ANDREA FRANCHE
MAY KENNETH LAINE JOHN MAE HANNAH SKA
PATRICK JEMIMAH AIKO

10 10 9 7 7 10 9 7 10 10

I helped the She helped He helped She He She helped He helped She She helped She
group to the group to on helped helped on the group to on helped on the group helped the
accomplish accomplish choosing on choosing accomplish choosing choosing to group to
the task by the task by what choosing and the task by what and accomplish accomplis
helping helping competen and deciding helping competenc deciding the task by h the task
from from cy to use, from y to use, helping by helping
choosing choosing suggests
deciding what choosing suggests,
what from from
competenc competency and in what competen competency and in competen choosing choosing
y up to the up to the compiling competen cy to use. up to the compiling cy to use. competenc competen
last task. last task. all of our cy to use. last task. all of our y up to the cy up to
files. files. last task. the last
task.