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Challenges in Implementing the Goal, Role, Audience, Situation,

Product/Performance, and Standards (GRASPS) Model in Selected Schools in
Cavite

Article · June 2020

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De La Salle University- Dasmariñas

University Research Office

Academia Lasalliana Journal of Education and Humanities 1(2) June 2020

Challenges in Implementing the Goal, Role,

Audience, Situation, Product/Performance,
and Standards (GRASPS) Model in

1
Selected Schools in Cavite

N G
Clark Dominic L. Alipasa
De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines

1 I N
ABSTRACT

V A D
Educational reforms are continuously crafted to improve many aspects of teaching and
learning including the development of authentic performance tasks engineered through
the Goal, Role, Audience, Situation, Product/Performance, and Standards (GRASPS)

H E
Model. These real-world problems provide opportunities enabling students to produce

R
solutions, manage situations, and develop different perspectives while also enabling

E O F
teachers to transform their students to be knowledge producers and not merely knowledge

J
consumers or keepers. With the rapid growth of studies about the effectiveness of
performance assessments, the implementation of GRASPS creates its own space in the

L PR
world of educational research. Against this backdrop, the study sought to determine

O
the impediments experienced by teachers and students in selected schools through an
expert-validated instrument. Based on the responses of 65 teachers and 367 participating

AOR
students, findings revealed that in using GRASPS, the problems of teachers were as
follows: administering group tasks, the insufficient time to meet all the target outputs,
and the inadequate facilities for the fulfilment of complex tasks. On the students’ part,
the problems were: lack of guidance in doing the performance assessments, ways to
collaborate with others during group tasks, and the limited time to complete them. Further
research could be done on the teachers’ and students’ time management and planning,

F
scaffolding for transfer techniques, and cooperative learning to further the implementation
of authentic learning and to enhance the existing faculty development programs in
different schools.

Keywords: GRASPS Model, performance tasks, authentic education, assessment reform,

teachers’ training

INTRODUCTION level learning, thinking skills, and competencies to meet

Teachers design authentic performance tasks that
simulate real-world goals, roles, audiences, situations,
products, performances, and standards. These types of
assessments can be powerful tools to attain the highest
educational purpose, which is achieving higher-order
the demands of the 21st century world of higher education
and of industries.
Based on the Understanding by Design by
Wiggins and McTighe (2012), performance tasks deepen
students’ understanding of key academic contents and
28 ALJEH Volume 1 Number 2 June 2020
processes and foster real-life transfer of learning through
the utilization of the Goals, Roles, Audiences, Situations/
Scenarios, Products and Performances, and Standards
for Success (GRASPS) Model that also serves the
defined purpose of performance tasks by the Department
of Education. Through authentic task-based learning
experiences and meaningful contexts that GRASPS
formulates, students apply higher-order thinking, develop
different viewpoints, share real-life experiences, make
related reflections, cooperate and communicate with
others out of class environment, undertake multiple roles,
associate the authentic context with their own lives, and
make use of experts’ experiences in real life (Gündogan
and Gültekin, 2018).
Nevertheless, in spite of the recommended
GRASPS Model and evidence that students who focus on
authentic tasks outperform those following the lecture-
based course in achievement tests (Celik, 2012), K to
12 teachers are still reluctant to switch to it. In fact, they
have not fully internalized the set method and philosophy
of the assessment reform (Rosaroso&Rosaroso, 2015)
H E
despite the need for educators to change and make
adjustments to teaching to address “both real and
E O
perceived issues” by “understanding what students
F
think hinders or facilitates learning” (McBain et al.,
J
2016). Evidently, a hindrance to successful use exists, so
L PR
investigating and understanding the underlying causal
O
mechanisms among the teachers would contribute to
the success of the model and further developments
AOR
of performance-based assessment techniques (Ernst,
Glennie &Songze, 2017).
In this regard, the Performance Task-GRASPS
(Goal, Role, Audience, Situation, Product/Performance,
Standards) Model was introduced by Jay McTighe and
F
Grant Wiggins (2008) who proposed the Understanding
by Design (UbD) framework that has continuously
focused on teaching and assessing for understanding
and learning transfer and designs curriculum backward
from those ends. As published in Wiggins & McTighe’s
(2011) Association for Supervision and Curriculum
Development, UbD distinguishes two broad types of
assessment—performance tasks and other evidence. The
performance tasks ask students to apply their learning to
a new and authentic situation as means of assessing their
understanding and ability to transfer their learning, which
is possible by adopting the GRASPS model to design and
develop performance task scenarios.
To further guide educators and assessment
designers in utilizing the model, Wiggins and McTighe
(2011) published aDesign Checklist and Assessment
Tips that provides details for using the acronym
GRASPS in engineering authentic performance-based
tasks. Accordingly, they also clearly formulated stem
statements created in the UbD Design Guide Worksheets
(2008) to accomplish each part: for G (Goal), describe
the task, goal or problem; for R (Role), tell something
about the job or assignment; for A (Audience), identify
the target clients; for S (Situation), describe the context
and challenge; for P (Product/Performance), reveal what
should be created or developed; and for S (Standards),
1
enumerate the criteria or desired characteristics of the
required result/s. The North Slope Borough School
N G
District (2011) effectively considers stem statements/
questions to guide performance task designers in
brainstorming for possible scenarios for the generation
1
of innovative GRASPS tasks. Especially for Science,
N
Technology, Engineering, and Math High Schools,
I
Defined Learning (2018) uses the GRASPS Model “to
V A
put the students in the role of a specific STEM career”.
D
A detailed set of step-by-step directions is provided in
the webpage to aid teachers in guiding their students on
how to produce/perform a GRASPS-Performance task,
significantly marking the popularization of the model.
R
As Wiggins and McTighe continually center on
the principle that assessments should prepare learners to
real-life situation (2008, 2011a, 2011b, 2012), Hofman&
Kahl (2013), contradictorily learned from the perceptions
of surveyed educators that authentic performance
assessments are “soft”, “too time consuming”, “additional
commitment disconnected from the required curriculum”,
and “human scoring too subjective for data-driven
decision making”. Undeniably, several challenges arise
whenever teachers execute and implement these forms of
assessments in their classes.
It is also emphasized that mere exposure to
real-life tasks would not be sufficient. Espinosa (2012)
made a conclusion in the study of the integration
of career-oriented tasks with thinking skills, which
GRASPS has been known for. It was not proven
effective in enhancing students’ critical thinking skills,
process skills, and interest in the subject given the
limited time of intervention. There was no significant
difference between the effectiveness of Career-Oriented
Performance Tasks and the Traditional Teaching
Approach. Hence, a longer exposure to these authentic
assessments is aimed at creating a more noticeable
effect or impact on the students’ skills. To meet these
competing demands in competencies and instruction,
Ayeni (2012) highly recommended that principals

should be proactive in collaborating and coordinating
with stakeholders, especially with the teachers, to
manage varied feedbacks about the implementation of
school initiatives and reforms.
Most notably, Iter (2017) concluded that allowing
students to experience challenges when facing real-life
situations and to solve these problems enables them
to produce solutions, manage situations, and develop
different perspectives, which are recommended for all
levels. Through GRASPS, teachers should teach students
to be knowledge producers and not mere knowledge
consumers or keepers. On the other hand, it is widely-
accepted that students’ recommendations must be
considered, as well, in reforming the practices, nature,
and administration of designed GRASPS performance-
based assessments.
Thus, to give a clearer light to the possible factors,
challenges, and limitations contributing to the underlying
problems and difficulties in using GRASPS, this study
sought to identify the challenges experienced by the
teachers and the problems experienced by the students in
H E
the implementation of GRASPS in selected schools.
E O
F
J
MATERIALS AND METHODS
L PR
O
This study used a descriptive method to identify
the problems experienced by teachers and students in
AOR
using GRASPS through expert-validated researcher-made
checklist-questionnaires.
The population of this study was composed of
4,420 students and 65 teachers from private schools
that use GRASPS.For the sampling method, Slovin’s
F
formula was used to derive the students’ sample size
because the researcher had no sufficient idea about their
characteristics and their behavior. With a confidence level
of 95% and a margin of error of 5% for the students’ total
population size of 4420, it was calculated that the needed
sample size of students who would participate in this
study was 367.
After determining the total sample size, the
stratified random sampling technique was applied to
determine the number of respondents to be drawn from
each participating school. It is a type of probability
sampling wherein the population is divided into non-
overlapping groups or strata (Salkind, 2014).
Challenges in Implementing GRASPS Model 29
On the other hand, for the sample size of the
teacher-respondents, the total population of 65 was used
as total population sampling was employed. According
to Laerd (2012), the use of total population sampling
does make it possible to make analytical generalizations
about the population being studied, and there is also a
reduced risk of missing potential insights from members
that are not included. A known strength of this purposive
sampling technique is that it can get “deep insights” into
the population of interest, thus yielding generalizable
findings about them.
1
The research instruments used in this study were
a self-developed questionnaire-checklist for the teachers
N G
and a separate self-developed questionnaire-checklist for
the students from the selected schools that implement
GRASPS.
1 N
I
The questionnaire-checklist for the teachers
V A
had two (2) parts: the first contained the checklist
D
for problems encountered by teachers during the
implementation, and the second contained the possible
problems and challenges that the student experience
in the implementation of GRASPS, from which the
R
respondents checked all that apply.
The self-developed questionnaire-checklist
for the teachers and the questionnaire-checklist for
students were submitted for the approval of the research
adviser. Then the instruments were content validated
by a set of faculty members who are experts in the
fields of curriculum & program evaluation and school
administration for their remarks that were incorporated
in the tools used. Most importantly, the informed
consent of all the participants were secured prior to the
administration of the research questionnaire.
RESULTS AND DISCUSSION
This section presents the analysis and
interpretation of data obtained from the selected schools
that used the GRASPS Model.
The Teachers’ Perceived Challenges
in the Implementation
All teachers from the participating schools
(total of 65) were asked to identify the challenges
that they were experiencing in the administration of
30 ALJEH Volume 1 Number 2 June 2020
GRASPS-Performance Tasks to their students. Among respondents. The table below also shows the number of
the different possible problems that may emerge, three teachers who experienced a particular difficulty, together
were encountered by significantly more than half of the with the percentage and rank per item.

Table 1. The Challenges of the Teachers in Implementing GRASPS

Items F % Rank
1. The goals for the tasks are too difficult or complex for the level and 16 24.62 7
capability of the students.
2. The roles assigned in the tasks are not appealing or interesting to do. 8 12.31 10

1
3. Addressing problems by working with groups is problematic and not ideal 38 58.46 1
at times.

N G
4. The task does not meet students’ preferred ways to learn or is not suitable to 27 41.54 4
their varied learning styles.
5. The needs before, during, and after the assessments are not addressed. 12 18.46 8.5

1
6. The facilities, equipment, and materials that will help fulfill the tasks are 34 52.31 3

N
not present or not sufficient.

I
7. The instructions in order to meet the end goal are unclear or not enough. 12 18.46 8.5

V A D
8. The information, details, and lectures needed to be supplied about the tasks 7 10.77 11
in order for the students to perform well are insufficient or not enough.
9. The tasks are not relevant, necessary, and/or related to the lessons. 5 7.69 12

H E
10. The necessary funds, budget, or allowance to perform or produce the 25 38.46 5

R
expected tasks and outputs are insufficient or not enough.

E O
11. The time being provided to administer the performance tasks is very limited 35 53.85 2

F
J
and not sufficient.
12. The support from colleagues, other professionals, government, businesses, 22 33.85 6

L PR
and the community (as a whole) is not extensive or not enough.

O
AOR
Based on the table, the three highest-ranked
problem by the teachers are item no. 3, addressing
problems by groups is problematic and not ideal at
times, which is ranked first with 58.46%; item no. 11,
the time being provided to administer the performance
tasks is very limited and not sufficient, which is ranked
and equipment for music, internet connection, online
databases, and computers for research and printing
purposes, painting, sketching, and more for art materials,
cooking, cleaning, planting equipment, and space for
Technology and Livelihood Education, and the likes
that are not readily available or accessible. Additionally,

F
second with 53.85%; and item no. 6, the facilities,
equipment, and materials that will help fulfill the tasks
are not present or not sufficient, which is ranked third
with 51.23%.
As perceived by the teachers, assigning
performance tasks that require collaboration and group
works consumes too much time, especially that the
learning resources needed are not immediately and
constantly available. This might be occurring since the
complexity of the tasks requires more than one or two
students to work together, and the nature of the majority
of performance tasks usually includes but are not
limited to videos, simulations, prototypes, experiments,
and models for Science and Technology, instruments
observing and grading students in these fashions
are other challenging aspects of GRASPS that these
aforementioned challenges may entail.
The results are similar to the findings of Ernst,
Glennie &Songze (2017) that performance-based
assessments are time consuming, tools and equipment
are costly, and are difficult to implement” that is why
more research in its different aspects should be conducted
about them. Assigning collaborative tasks, the time
being allotted for the fulfillment of each, and providing
necessary learning resources are the key areas of concern.
This is reportedly due to the assignment of at least
one or two performance tasks per subject per quarter;
the common requirements that resort to video and
 Challenges in Implementing GRASPS Model 31

PowerPoint presentations especially in reporting, and the
deadlines for the submission of grades and many other
documents that should be met by K to 12 educators.
Moreover, it is the same perception of
experienced educators and policymakers surveyed by
Hofman and Kahl (2013) that authentic performance
tasks are soft and time-consuming because they are
only an additional commitment disconnected from
the required curriculum. Reluctance and hesitation,
on the part of teachers, to implement initiatives for
for completion for them to be effective and impactful on
developing students’ competence.
Notably, the finding is somewhat contradicting
and, at the same time, analogous to the results of the
study of Rosaroso and Rosaroso (2015) wherein group
and collaborative performance tasks are observed to
have developed students’ goal-oriented attitude and
decisiveness, sensitivity to the needs of others, problem
solving, and strong motivation and willingness to learn.
Yet, teachers also confirmed that performance tasks are

1
performance-based assessment reforms are generally for time-consuming and necessary resources should be made
these reasons. Teachers find GRASPS and performance cost-friendly. Collaborative performance assessments
tasks, in general, as just additional loads to comply for are attested to bring desirable effects to learners, but the

N G
teachers and students alike. challenges in implementing, monitoring, and managing
them is another area that requires keen attention.
However, teachers expressed the same concern

1
of being too time-consuming for standardized testing in The Students’ Perceived Challenges in the

I N
the study conducted by Simpson (2016). If too much time Implementation

V A
is necessary for the students’ completion of GRASPS-

D
Performance Tasks, too much time is also being spent by The challenges in the implementation of
teachers on preparation, administration, and checking of GRASPS-Performance designed and administered by
standardized tests. A contributive factor in this existing the faculty members were identified by the participating

H E
problem about time is the number of target lessons students from the selected schools. A total of 367 students

R
E O
and allotted days per quarter. According to Espinosa completed the expert-validated survey that contains the

F
(2012), longer exposure to these authentic assessments is possible problems emerging in the implementation of

J
undisputedly a must in order to create a more noticeable the said model. The table below contains the number
effect or impact on the students’ skills. Authentic of students who experienced each of the item with the

L PR
assessments always require an extensive time allotment corresponding percentages and ranks determining the

O
most prevalent in their experiences.

AOR
Table 2. The Challenges of the Students in Implementing GRASPS
Items f % Rank
1. I find the tasks too difficult or complex to do. 149 40.60 4
2. I find the tasks not motivating, appealing, or interesting to do. 89 24.25 11
3. I find working with others and in groups problematic or not advisable at times. 196 53.40 2

F
4. I find the tasks not suitable to my learning style. 108 29.43 7
5. I am not trained, skilled, or prepared for the task. 93 25.34 10
6. I find the learning resources and facilities inadequate or insufficient. 101 27.52 8
7. I find the instructions being given before and during the tasks unclear, inconsistent, 99 26.98 9
or unorganized.
8. I find the information, details, and lectures given before the tasks insufficient or 198 53.95 1
not enough.
9. I find the tasks irrelevant, unnecessary, or non-related to our lessons. 55 14.99 13
10. I find the tasks irrelevant, unnecessary, or non-related to our future career. 113 30.79 6
11. I do not have the necessary funds, budget, or allowance to perform or produce 114. 31.06 5
the expected tasks and outputs.
12. I find the time provided to complete the tasks very limited, insufficient, 188 51.23 3
or not enough.
13. I do not receive an extensive or enough support from my family, relatives, 59 16.08 12
friends, other professionals, the government, and the community as a whole.
32 ALJEH Volume 1 Number 2 June 2020
Table 2 presents the problems in using
GRASPS as perceived by the students. As shown in
the table, the three highest-ranked items are item no.
8, I find the information, details, and lectures given
before the tasks insufficient or not enough, which is
ranked first with 53.95%; item no. 3, I find working
with others and in groups problematic or not advisable
at times, which is ranked second with 53.40%; and
item no. 12, I find the time provided to complete the
tasks very limited, insufficient or not enough, which is
ranked third with 51.23%.
This revealed that it is ensured by teachers
and instructional supervisors that performance tasks
will be challenging for the level of the students, and
collaboration, brainstorming, and teamwork among
assigned groups of students will be reinforced while
there are always deadlines set for the completion and/or
presentation of each task, which is generally dependent
on the number of days allotted for each academic
grading. In this regard, multiple performance tasks are
being required all at the same time and are asked to
H E
be completed and/or presented simultaneously, which
makes them very difficult for most students to comply
E O
with. More so, as observed, the varied presentations and
F
J
products being required in each of the subjects and the
basic expectation to fulfill three (3) or more performance
L PR
tasks per discipline per quarter become detrimental to
O
the students’ efficiency, overall performance, relationship
with others, physical and mental health, etc. that are
AOR
stressed by the surveyed students. Because of these
parameters, students can hardly complete the tasks or
will eventually submit and present mainly for the sake of
submission and presentation to pass each subject/course.
Also, this relates to the data revealed by Dehler&
F
Welsh (2014) that students struggle for they have been
socialized by the spoon-feeding culture that depends on
teachers; thus, they do not develop the skills to become
independent learners who create their own ideas. Being
used to reviewing the given pointers and memorizing
contents for exams, students eventually find it
challenging be immersed in the era of performance-based
and authentic education.
These findings also prove that collaborative
performance assessments are still problematic and have
a huge opportunity for improvement in spite of the
observation of Gagné and Parks (2013) in an experiment
that students are capable of providing varied scaffolding
to their peers when engaged in communicative learning
tasks. Students are truly challenged by these types
of assessments, which is why some students become
more independent and/or interdependent, but the rest of
them lose confidence or motivation, and significantly
decelerate. With the number of students present in each
classroom, monitoring and providing guidance to each
student is frequently no longer possible, while most of
them only receive much needed support and attention
once they start to show alarming attitude and fail.
Most importantly, the findings emphasize the
1
conclusion of Potter, Ernst & Glennie (2017) that the
implementation and the strategies of the teachers in
N G
scaffolding and supporting the students in their needs
in the entire duration or time of the completion of the
task must be observed critically to explain variations
1
in the achievement of the objectives and higher-order
N
thinking skills.
I
V A D
CONCLUSIONS AND RECOMMENDATIONS
Based on the significant findings of the study,
it is conclusive that the teachers perceive collaborative
R
performance assessments, time allotment, and available
school resources for authentic assessments as the
problems in the implementation of the GRASPS model.
The need for group assessments, longer time, and
adequate learning resources are perceived to be the
main challenges experienced by the teachers in the
implementation of GRASPS in the selected schools.
On the other hand, the students also perceive the
provided guidance and instructions, group performance
tasks, and allotted completion time as the problems in
the implementation of the GRASPS model. They are
significantly challenged to work independently and
with no or minimal guidance of the teachers, work with
others in groups, and finish the tasks in different subjects
within a very limited time. In view thereof, strategies and
techniques in assigning group assessments, providing
preparatory information, allotting sufficient time, and
utilizing facilities must be included in training teachers in
using GRASPS.
Anchored on the findings and conclusions of
the study, it is vital toenrichthe trainings, seminars,
and workshops for teachers based on the noticeable
challenges to ease and strengthen the implementation
of GRASPS. Practices on authentic assessments that
the teachers acquired from their experiences in college
and pre-service teacher trainings can be contextualized

and adopted to improve the implementation in Basic
Education. This is because improving the aspect on how
teachers facilitate, monitor, and conduct collaborative
performance assessments, and their techniques to guide
and scaffold students before and, most importantly,
during the completion of tasks will be beneficial for
both teachers and students in order to attain the positive
effects and impacts of cooperative learning.Furthermore,
the time provided for the tasks, as well as the learning
resources needed to complete, may be re-assessed,
planned thoroughly, and adequately provided by the
school administrators, leaders, and teachers to achieve
the maximum potential of GRASPS in assessing students’
learning and developing 21st century skills.
Also, to further investigate, strengthen, and
enhance the observance and implementation in different
educational institutions, which may also include tertiary
and technical-vocational schools, a parallel study on
the effects of collaborative tasks, student preparation,
time, and available resources to authentic assessments
may be conducted.Surveying school administrators,
H E
policy makers, and representatives in the Department
of Education for future research endeavors will greatly
E O
contribute to the discussion and elaboration of the data
F
gathered, as well.
J
L PR
Future research undertakings exploring or
O
developing other models for designing assessment tasks
may be equally helpful.
AOR
ACKNOWLEDGEMENT
Dr. Paterno Alcartado, Dr. Manuel Camarse,
Dr. Fanny Cuyos, Dr. Paquito Garcia, and Dr. Florencio
F
Abanes for ensuring that the study would uphold
exceptional standards and the students,faculty members,
and administrators of Angelicum Primarosa Montessori
School, Manila Science High School, De La Salle
Santiago Zobel School, Imus Institute of Science and
Technology, and University of Perpetual Help Dalta for
the inspiringperformances and designs of authentic tasks.
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