SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education

ACCESS Campus, EJC Montilla, Tacurong City

WRITTEN REPORT
IN
PROFED607:
(Assessment of Learning 2)
Second Semester

Submitted by:
Aniversario, Khristeen Nina J.
Apsay, Jessa S.
Balano, Klair Faith D.
Basagan, Odeth S.
Divaras, Ivyrene E.
BSED-English 3A Students

Submitted to:
Ma’am Gloria D. Envidiado
Subject Instructor
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

DEVELOPING PERFORMANCE TASKS

(Designing Performance Tasks, The G.R.A.S.P.S Model, Differentiating Performance
Tasks for Diverse Learners, and Scoring Rubrics)

LESSON OBJECTIVES
At the end of this lesson, the students can;

1. Identify the essential methods/model used by teachers in developing

meaningful performance tasks;
2. Cite specific ways on how to effectively differentiate performance tasks
considering the needs of diverse students;
3. Describe the role of the teachers in developing performance tasks, and
construct reasonings on how do performance tasks help develop the
higher-order thinking skills of the students;
4. Apply the essential methods in developing performance tasks by relating it
to possible real-life situations as future educators of a diverse classroom.

Topic 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.
In an inclusive or diverse classroom, educators in general are given the
challenges to create a task or assessment that will cater to the students’ needs,
strengths and interests. Along with the challenges that they encounter in the school,
the intricacies of creating or designing a performance-based task is also placed in
their responsibility.

HOW TO DESIGN A MEANINGFUL PERFORMANCE TASK?

1. Focus on the Learning Outcomes that Require Cognitive skills and
student performances.
- This notion suggests that task is needed to be develop or selected in the
light of the important learning outcomes.
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

2. Select or develop tasks that represent both the contents and the skills
that are central to important learning outcomes.
- Specify the range of contents and resources that the students can use in
performing tasks.

3. Minimize the difference of the task performance on skills that are

irrelevant to the intended purpose of the assessment task.
- Learning outcomes or targets should be given focus.

4. Provide necessary scaffolding for the students to be able to understand

the tasks and what is expected.
- Tasks often involve ambiguities and requires students to experiment or
gather information or formulate. However, students need to have prior
knowledge and skills in order to address the problem.

5. Construct Task Description

- If the instructions or directions are not clear, it can lead to the wide array of
performances of the students that it becomes impossible to read them.

HOW SHOULD TEACHER GIVE THE CLEAR INSTRUCTIONS?

There are 8 steps that can help students complete the task with ease:
1. Use clear and precise language.
That is advise to use short complete sentences and precise terms so that the
students will be able to understand what is expected to them.
2. Repeat your directions.
Some repetition and redirection can ensure that the students understand what to do.
You can also demonstrate the task for fast comprehension.
3. Explain the purpose of the task.
Connect it to the student’s existing knowledge in previous lessons so that students
will feel more confident about tackling the task.
4. Make sure your students understand.
After giving task directions, ask the students to repeat or rephrase what is expected
to them. You can also ask questions regarding the requirements and of course clarify
any confusing points.
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

5. Use an appropriate tone.

Like what we always said it is not entirely about what we say but how we say it. Don’t
yell and mumble don’t speak too fast and of course pause frequently so that the
students will be given time to digest the information.
6. Provide examples.
It is important to provide examples so that the students would know what is your
expectation about their performance.
7. Break the tasks into manageable chunks.
It is important to the teachers who teach younger students who can handle a long list
of directions.

8. Communicate performance expectations in terms of the criteria by

which the performance will be judged.

Performance Based Task Checklist Adapted from Mcmillan 2007:

Designing a performance-based task is an intricate process. Meaning to say the

task should not just be an evaluative measure it should be advocated in learning
outcomes and must be made quality. Let us be guided by the questions on this
checklist.

1. Are essential content and skills targets integrated?

2. Are multiple targets included?
3. Is the task authentic?
4. Is the task teachable?
5. Are multiple solutions and paths possible?
6. Is the nature of the task clear?
7. Is the task challenging and stimulating?
8. Are criteria for scoring included?
9. Are constraints for completing the task included?
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Topic 2: The G.R.A.S.P.S Model

What is GRASPS?

G.R.A.S.P.S 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.
GRASPS represent a framework for organizing, delivering, and assessing a project-
based assessment. The assessment associated with the inquiry is structured around
the following expectations and goals.

How can I create an authentic Performance Task that fosters

understanding?
G- GOAL
- What task do I want the students to achieve?
R- ROLE
- What's the student's role in the task?
A- AUDIENCE
- Who is the student's target audience?
S- SITUATION
- What's the content? The challenge?
P- PERFORMANCE
- What will students create/develop?
S- STANDARDS
- On what criteria will they be judged?

Benefits of GRASPS

Over the years of organizing and implementing our units this way, we have
noticed some benefits for students and teachers. Many of these observations are
from the perspective of an MYP or DP classroom, but the underlying ideas would
benefit any project-based learning experience.
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

1. Develop authentic learning experiences:

The overall GRASPS structure allows us to identify more authentic learning

experiences that drive our units of inquiry.

2. Clearer presentation of the purpose and content of a project-based inquiry:

Because of the way a GRASPS inquiry is framed, communication of the goals,
content, and purpose of the inquiry is clearer.

3. Clarify the roles, perspectives, and responsibilities of students:

The GRASPS model clarifies these aspects of the inquiry. Teachers can choose
resources, learning experiences, and content to support the students’ development
in these areas.

4. Communicate the expectations of the inquiry:

The structure allows for clear communication of the rubric, assessment expectations,
as well as the approaches to learning that students need to utilize to be successful.

5. Guide the selection of learning experiences, content and skills necessary for
success:
Through planning a unit around the GRASPS framework, teachers can think critically
and creatively about the type of learning experiences that are needed to support the
inquiry.

GRASPS TASK:
- Use one of the sentence starters from each letter to help you write your task.
Once you have your sentences, then write it up as a task.

G- Goal Your task is to…

The goal is to…
The problem or challenge is…
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

The obstacle to overcome is…

R- Role You are…

You have been asked to…
Your job is…

A- Audience Your clients are…

The target audience is…
You need to convince…

S- Situation The context you find yourself in is…

The challenge involves dealing with…

P- Performance/ You will create a … in order to…

Product and
Purpose You need to develop a … so that …

S- Situation Your performance needs to…

Your work will be judged by…
Your product must meet the following standards…
A successful result will…

Topic 3: Differentiating Performance Tasks for Diverse Learners

When educators are asked to reflect on and describe their most effective and
engaging learning experiences, they frequently cite the “opportunity for some
personal choice within assignments and assessment tasks.”

Ways to differentiate Performance Tasks for Diverse Learners:

1. GRASPS Method
One practical way of differentiating performance tasks is to use the G.R.A.S.P.S.
format to offer students appropriate choices.

2. Tic-Tac-Toe Method
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Another idea for differentiating performance tasks is to use an adaptation of the

game, Tic-Tac-Toe, to offer students choices of products and performances.

3. Paired and Cooperative Learning

Combine students with varying learning abilities, interests, language proficiencies, or
other skill strengths into groups of two or more to provide peer support throughout a
lesson.

4. Use Flexible Grouping for Differentiated Instruction.

Grouping students by ability can help you to provide a lesson better suited to their
needs.

5. Let Them Differentiate Their Own Instruction. Offer Choices When Possible.

Give students choices in how they want to learn. This allows them to become more
motivated.

Regardless of how open-ended the task and how many product/performance

options are provided; it is important to identify a common set of evaluative criteria for
assessing what the students produce. This might seem counter-intuitive; i.e., how can
we have the same criteria if we give students different product options? The answer
goes back to the learning goals and purpose for the tasks.

Topic 4: Scoring Rubrics

Scoring rubrics
- A grading instrument called a rubric clearly communicates the performance
objectives for a task or piece of work.
Types of Scoring Rubrics
 Holistic Rubric- Single criteria rubrics (one-dimensional) used to assess
participants' overall achievement on an activity or item based on predefined
achievement levels; performance descriptions are written in paragraphs and
usually in full sentences

 Analytic Rubrics- Two-dimensional rubrics with levels of achievement as

columns and assessment criteria as rows. Allows you to assess participants'
achievements based on multiple criteria using a single rubric. You can assign
different weights (value) to different criteria and include an overall
achievement by totaling the criteria; written in a table form.
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Components of Rubrics:
1. Performance Criteria or the Descriptive guideline
This is in contrast to a rating scale which provides a scale (1-5) and a
description of each number in the scale (1 = Unacceptable to 5 = Exceeds
Expectations), but does not provide a description of what the specific
differences are among performances at each level.

2. Rating Scale
Allow teachers to indicate the degree or frequency of the behaviors, skills
and strategies displayed by the learner.

3. Developing Rubrics and Scoring Criteria

Rubrics are increasingly recognized as a way to both effectively assess
student learning and communicate expectations directly, clearly and concisely
to students. The inclusion of rubrics in a teaching resource provides
opportunities to consider what demonstrations of learning look like, and to
describe stages in the development and growth of knowledge, understandings
and skills. To be most effective, rubrics should allow students to see the
progression of mastery in the development of understandings and skills.

Levels in developing criteria:

Level 4- Standard of Excellence
Level 3- Approaching standard of Excellence
Level 2- Meets acceptable Standard
Level1- Does not yet meet acceptable standard.

Importance and utilization of Scoring Rubrics

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.
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

References:

McTighe, J. (2013). Core learning: Assessing what matters most. Midvale, UT:
School Improvement Network.

McTighe, J. & Wiggins, G (2006) Understanding by design: Professional

development handbook. Heatherton, Victoria: Hawker Brownlow Education.

Tomlinson, C. and McTighe, J. (2006). Differentiated instruction and understanding

by design: Connecting content and kids. Alexandria, VA: ASCD.

Types of Rubrics: Holistic and Analytic. (n.d.). In Types of Rubrics: Holistic and
Analytic.
https://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_type
s_of_rubrics.html#:~:text=There%20are%20two%20types%20of,efforts%3A
%20holistic%20and%20analytic%20rubrics.

Types of Rubrics | Rubrics | Feedback & Grading | Teaching Guides | Teaching

Commons | DePaul University, Chicago. (n.d.). In Types of Rubrics | Rubrics |
Feedback & Grading | Teaching Guides | Teaching Commons | DePaul University,
Chicago. https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-
grading/rubrics/Pages/types-of-rubrics.aspx#:~:text=A%20holistic%20rubric
%20consists%20of,judgment%20of%20the%20student%20work.

Checklists, Rating Scales and Rubrics (Assessment). (n.d.). In Checklists, Rating

Scales and Rubrics (Assessment).
https://www.learnalberta.ca/content/mewa/html/assessment/checklists.html#:~:text=
Rating%20scales%20state%20the%20criteria,them%20as%20self%2Dassessment
%20tools