Designing Performance

Assessment using GRASPS

Model
The design of the task depends on the teacher
desires to observed as outputs of the students.
 Differentiating Performance Tasks for diverse Learners

Differentiation of instruction refers to a teacher’s response

to a learner’s needs. A teacher can differentiate content,
processes, or products according to a student’s readiness,
interests, and learning profile through a range of
strategies, such as varied texts, tiered lessons, interest
groups, among others (Tomlinson & Demirsky Allan, 2000).
7
 How to Differentiate a Performance Assessment?

Student choice

Personal relevance

Transfer of knowledge and skills

8
How to Differentiate a Performance Assessment?

Pace and structure

Complexity of resources

9
 Scoring Rubrics

Rubric -

● Is an assessment tool that specifies the performance

expectations for any kind of students work, particularly
those that are not traditional in nature.
 Types of Scoring Rubrics

Analytic Rubric -

● Dimensional/Analytic- articulates the level of

performance each criterion.

● Use when assignments involves larger number of

criteria.
 Example of Analytic Rubric -
Criteria Poor Speaker Good Speaker Excellent Speaker
1 2 3
Number of
Appropriate hand X1 1-4 5-9 10-12
gestures
Appropriate Facial Lots of Few
expressions inappropriate inappropriate No apparent inappropriate
X1
facial facial facial expressions
expressions expressions

Voice Inflection Can vary voice

Monotone
X2 inflection with Can easily vari voice inflection
Voice difficulty
Incorporate proper Recitation Recitation fully captures
ambiance through X3 contains very Recitation has ambiance through feelings in
some feelings
feelings in the voice little feelings the voice
12
 Scoring Rubrics
Holistic Rubric -

● does not list separate level of performance for each

criterion, instead assigns a level of performance by
assessing performance across multiple criteria as a
whole.
● Use in a quick or overall judgement needs to be
made.
13
Example of Holistic Rubric -
3 - Excellent Speaker 1 - Poor Speaker
● Include 10-12 changes in hand gestures Include 1-4 changes in hand gestures
● No apparent inappropriate facial ● lots inappropriate facial
expressions expressions
● Utilized proper voice inflection ● Use monotone voice
● Can create proper ambiance for the ● Did not create proper ambiance
poem for the poem
2 - Good Speaker
● Include 5-9 changes in hand gestures
● Few inappropriate facial expressions
● Had some inappropriate voice inflection
changes
● Almost creating proper ambiance for the
poem
14
 Developing Scoring Rubrics
Step 1: Step 2:
Identify the qualities and Defining the criteria for the
attributes that the teacher wishes top level of performance up to
to observe in the students’ outputs the lowest level of
that would demonstrate their
performance.
level of performance.

15
 Criteria Score Interpretation
Number of
Appropriate hand X1 3 Verbal
gestures Total Score
Interpretation
Appropriate Facial Excellent
expressions X1 2 15 and above
Speaker
Good
Voice Inflection 8-14
X2 4 Speaker

Incorporate proper Below 7 Poor Speaker

ambiance through X3 9
feelings in the voice
16