Crafting

Integrative
Performance Task
 GRASPS
A Model for Meaningful Assessment by Wiggins and McTighe
What task I want the student to achieve?
Goal
State the problem or challenge to be resolved
What is the student’s role in the task?
Role
Explain who are in the scenario and what they are being asked to do.
Who are the target audience?
Audience Who are involve in solving the problem, who they need to convince of
the validity and success of their solution for the problem.
What is the context or challenge?
Situation Provide the context of the situation and any additional factors that
could impede the resolution of the problem.
What will students create or develop?
Product/
Performance Explain the product or performance that needs to be created and its
larger purpose
Standards On what criteria will they be judged?
for Success Provide the standards that must be met and how the work will be
judged/rated by the assumed audience
Goal:
• Your task is___________________________
• The goal is to ________________________
• The problem/challenge is _____________
• The obstacle(s) to overcome is (are) ____
Role:
• You are ______________________________
• You have been asked to _______________
• Your job is ___________________________
Audience:
• Your client(s) is (are) __________________
• The target audience is ________________
• You need to convince _________________
Situation:
• The context you find yourself in is ___________
• The challenge involves dealing with _________
Product/ Performance and Purpose:
• You will create a ___________________________
in order to _______________________________
• You need to develop ______________________
so that ___________________________________
Standards & Criteria:
• Your performance needs to ________________
• Your work will be judged by _______________
• Your product must meet learning standards
__________________________________________
• A successful result will _____________________
 Possible STUDENT ROLES and AUDIENCES

• Actor • Farmer
• CEO
• Advertiser • Filmmaker
• Coach
• Artist • Fire fighter
• Community member
• Astronaut • Forest anger
• Composer
• Author • Friend
• Client/customer
• Biographer • Geographer
• Construction worker
• Board member • Geologist
• Dancer
• Boss • Government official
• Designer
• Boy/girl scout • Historian
• Detective
• Business person • Historical figure
• Doctor
• Candidate • Elected official
• Editor
• Carpenter • Embassy staff
• Elected official
• Cartoon character • Engineer
• Embassy staff
• Caterer • Stenographer
• Engineer
• Celebrity • Expert (in)
• Stenographer
• Chairperson • Eye witness
• Expert (in)
• Chef • Farmer
• Eye witness
• Choreographer • Filmmaker
 Possible STUDENT ROLES and AUDIENCES

• Museum goer • Ship captain

• Fire fighter • Neighbor • Social scientist
• Forest anger • Newscaster • Social worker
• Friend • Novelist • Statistician
• Geographer • Nurse • Storyteller
• Geologist • Nutritionist • Student
• Government official • Panelist • Taxi driver
• Historian • Photographer • Teacher
• Historical figure • Pilot • TV viewer
• Illustrator • Playwright
• Tour guide
• Intern • Poet
•
• Travel agent
• Interviewer Policeman
• Radio listener
• Traveler
• Inventor
• Reader • TV movie character
• Judge
• Reporter • Tutor
• Jury
• Researcher • Viewer
• Lawyer
• Reviewer • Visitor
• Literary critic
• Soldier • Web designer
• Lobbyist
• School official • Zoo keeper
• Museum director/curator
• scientist
Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various LDMs
Online Learning
Learning Summative Assessment Tool
Area Written Outputs Products Performance Tasks
1. blog post on a book / 1. YouTube campaign videos 1. online debates via Zoom or Google Meet
article review 2. case studies published through Adobe Acrobat 2. online interviews
2. essays submitted 3. e-collages 3. multimedia presentation using PowerPoint or
through email 4. compositions submitted through email Canva
3. e-journals 5. blog on literary analyses 4. panel discussions via Zoom or Google Meet
4. electronic mail writing 6. multimedia productions uploaded in 5. online presentations
Languages 5. reaction / reflection Facebook/You-Tube 6. recorded project presentation
papers submitted 7. e-portfolios 7. recorded monologues
through email 8. research projects published in an e-journal 8. speech delivery via Zoom/Google Meet
6. PDF reports 9. story / poem writing narrated through 9. storytelling / reading via Zoom/Google Meet
PowerPoint presentations

1. Blog essays 1. Technical drawing output 1. Skill demonstration via you

2. Diagrams, charts 2. Prototype building with video tube/zoom/google meet
and models demonstration 2. Skill application with video
3. Work designs and 3. Products/ projects using locally demonstration
EPP/TLE plans available materials 3. Online oral tests
4. Design, creation and layout of outputs
5. Video demonstration on diagnosis and
repair of damaged equipment
Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various LDMs
Digital/Printed Modular Distance Learning, TVBI, RBI
Learning
Summative Assessment Tools
Area Written Outputs Products Performance Tasks
1. data recording and 1. diagrams 1. constructing graphs from surveys conducted
analyses 2. mathematical investigatory projects 2. outdoor math
2. geometric and 3. models / making models of 3. probability experiments
statistical analyses geometric figures 4. problem-posing
Math 3. graphs, charts, or 4. number representations 5. reasoning and proof
maps 5. portfolio 6. using manipulatives to show math concepts / solve
4. problem sets problems
5. surveys
1. Essays 1. Musical arrangement 1. Multimedia presentation
2. Reaction/reflection 2. Musical/song analysis 2. Musical presentation
papers 3. Musical research 3. Skill demonstration (singing, playing
3. Research paper 4. Writing program notes instruments, drawing, coloring, painting)
4. Journal/article 5. Art criticism and appreciation 4. Art production
MAPEH review 6. Art exhibits 5. Portfolio
7. art project 6. Personalized exercise programs
8. Portfolio 7. Physical activity participation
9. Article/journal review 8. Physical activity/fitness assessment
10. Personal fitness and health logs 9. Personalized fitness and health program
11. Journal responses 10. Issue awareness campaigns
 Possible PRODUCTS and PERFORMANCE

WRITTEN ORAL
• Conversation
• Advertisement * Biography
• debate
• Blog * book report/review • discussion
• Brochure * crossword puzzle • dramatization
• Editorial * essay • Dramatic reading
• Historical fiction * journal • infomercial
• Journal * lab report • interview
• Letter * magazine article • radio script
• Memo * newscast • Oral presentation
• Newspaper article * play • oral report
• Poem * research report • Poetry reading
• Proposal * script • puppet show
• rap
• Screen play * test
• speech
• Story
• song
• position paper/policy brief • teach a lesson
 Possible PRODUCTS and PERFORMANCE

WRITTEN
• Advertisement * book/cd cover
• cartoon * collage
• Computer graphic * data display
• design * diagram
• display * drawing
• Facebook/My space page * flowchart
• flyer * game
• graph * map
• model * power point show
• photograph * questionnaire
• painting * poster
• scrapbook * sculpture
• Storyboard *videotape
• Web site
 Integrative Most Essential Learning Competencies

GRADE LEVEL STANDARDS: The learner listens critically; communicates feelings and ideas orally and in writing with
a high level of proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s
purposes.

Target Most Essential Learning Competencies (MELC) BOW

Subjects

English Make connections between information viewed and personal experiences

Solve routine and non routine problems involving addition and subtraction
Math of fraction
Week 1

Week
EPP Allocate budget for basic and social needs as (a) food and clothing
2

Health: Describe personal health issues and concerns and demonstrate

MAPEH self-management skills. Week 1
 Integrative Performance Task
Goal:
1. Ask your parents or any member in the households on a budget allocated
for food in a day. From the allocated budget for food you are going to
allocate a budget for a snack of your invention.
2. Prepare a budget plan of your invented snacks.
3. Compute for the total amount of the invented snacks and the percentage
from budget allocated for food.
4. Write a paragraph on your personal experience in preparing the budget
plan.
5. Explain how to prepare the invented snacks following proper food
handling procedures.

Role: Your job is a budget planner

Audience: You need to convince any family member to be interviewed and local
store seller/ in-charge

Situation: You are a budget planner and you are to prepare a budget plan for your
invented snacks out of the available local materials found in your community
or locally made in the Philippines.

Products:
a. Budget plan of invented snacks
b. One paragraph on your personal experience in preparing the budget plan
c. One paragraph stating the steps in preparing the invented snacks following proper
food handling procedures

Standard: The performance task is to be assessed using the attached rubric

THANK YOU!!!!!