Developing

performance
tasks
Prayer
 OBJECTIVES:
At the end of the lesson the learners
can;
1. identify the
steps on how 2. determine
to develop an the importance 3. differentiate
authentic of GRASPS the performance 4. show
performance model and tasks for diverse interest and
learners; and
task; scoring active
rubrics; participation
in class.
 BRAIN TEASERS!

1. A man was outside taking a walk when it started to

rain. The man didn’t have an umbrella, and he wasn’t
wearing a hat. His clothes got soaked, yet not a single
hair on his head got wet. How could this happen?
 BRAIN TEASERS!

2. I am the beginning of sorrow and the end of

sickness. You cannot express happiness without me.
I am always in risk but never in danger. You may
find me in the sun, but I am never out of darkness.
 BRAIN TEASERS!

3. Which is heavier? A pound of feathers or a pound

of rocks?
 Table of Contents
Guide to

01 02
Designing Developing
Performance Authentic
Tasks Performance
Tasks

03 04
Differentiating
Performance Scoring
Tasks for Divers
Learners Rubrics
 01
Developing
Performance
Tasks 
 Use the following criteria to
design performance tasks:
Integrate Measure capacities
knowledge and such as depth of Require student-
skills across understanding, initiated planning,
multiple content research skills, management of
standards or complex analysis, and information and
strands within a identification/providing ideas, interaction
with other materials.
content area. of relevant evidence.
Require production of Reflect a real- Allow for
extended responses, such
as oral presentations, world task multiple
exhibitions, and other and/or approaches.
scorable products, including scenario-based
more extended written problem.
responses, which might be
revised and edited.
 Use the following criteria to
design performance tasks:
Allow for demonstration of important
Represent knowledge and skills, including
content that is those that address 21st century
relevant and skills such as critically analyzing and
meaningful to synthesizing information presented
students . in a variety of formats, media, etc. 

Require scoring
that focuses on Be feasible for
the essence of the
the task. school/classroom
environment.
 Follow a sequence of steps to
develop an authentic
performance task
❑ Performance tasks enable teachers to gather
evidence not just about what a student
knows, but also what he or she can do with
that knowledge.
❑ Rather than asking students to recall facts,
performance tasks measure whether a
student can apply his or her knowledge to
make sense of a new phenomenon or
design a solution to a new problem. 
 The design process
Step 1: Unpack the performance expectation
❑ The first step of designing a performance task is
to unpack the performance expectation (PE).
“Unpacking” means digging into the Next
Generation Science Standards (NGSS)
documents to interpret what the PE really
means; this ensures that your performance task
assesses what you want it to assess.
 The design process

Step 2: Identify a rich and authentic

phenomenon
❑The second step is to identify a rich and
authentic phenomenon or an engineering
problem that fits the performance
expectation you are trying to assess.
 The design process
Step 3: Develop prompts
❑The next design step is to develop
prompts—questions or instructions
—that focus on the phenomenon
and will elicit evidence of all three
dimensions of the PE.
 The design process
Step 4: Create scoring guides
❑Upon drafting a performance task, the
next step is to create a scoring guide
that includes rubrics that clearly assess
the three dimensions of the PE. We
will summarize the key components
here.
 The design process
Step 5: Pilot, score, and revise
❑Step 5 is often skipped due to time
constraints, but it is the most essential.
Piloting the task with students at the
appropriate grade level and scoring student
responses will help you identify prompts
and rubrics that need to be revised.
 What is GRASPS?
✔ GRASPS 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.
Goal: A definition of the
problem or goal
Role: Define the role of the
student
Audience: Identify the target
audience
Situation: This is the context
or scenario of the goal
Product: What is created and
why it will be created
Standards: Rubrics or
success criteria
 Benefits of GRASPS
Develop authentic learning experiences

Clearer presentation of the purpose and content of a project-based

inquiry

Clarify the roles, perspectives, and responsibilities of students

Communicate the expectations of the inquiry

Guide the selection of learning experiences, content and skills necessary

for success
 New understandings about
GRASPS
Role
❑ In the past, we often defined the role
of the student in a very brief way -
almost like a job title. You will be a
designer, engineer, marketer, etc.
However we found that this often
relied on student’s assumptions of
what the role is. The role is very
important as it defines the
perspective from which the student
approaches the task.
 New understandings about
GRASPS
Audience
❑ The audience provides much
context to the inquiry. To this
end, the audience helps
teachers identify, organize,
and prioritize the content and
skills that students need in
order to meet the needs of
the audience.
 Differentiating
Performance
Tasks for Divesers
Learners
 Diversity in Classroom
1. Re-Evaluate 2. Get to
your teaching 3. Be willing to
materials know your address
students inequality
4. Connect with 5. Meet 6. Hire diversity
families and diverse
community 7. Support
learning professional
needs development
opportunities
 Important of Differentiating
Tasks For Diverse Learners
❑ it is important to
differentiate the task for
diverse learners on
educators because it is
their way to be able to
meet all the students
needs.
three ways to
plan diverse
learner's
 three ways to plan diverse
learner's
❑Differentiating Process
❑Differentiating Product
❑Reach Higher
 Differentiating Process
❑ this is how student will
understand the content
information perhaps
overwhelmed processing helps
students assess what they do
and don’t understand and it also
a formative assessment
opportunity for teachers to
monitor students progress.
 Differentiating Product
❑ it is a common form of
differentiation. So here
education or educator will
give choices where
learners will pick from
formats and learners are
the one who will propose
their own designs.
 Reach Higher
❑ process and product are key elements in
lesson design fortunately educators have
many instructional tools that can
differentiate these core areas of
instructions which set stage for learners to
respond to the next three elements.
1. Learners readiness
2. Learning Profiles
3. Learners Interest
 What is
performance
task?
 What is performance task
❑ Extended learning that
measures a student's ability to
integrate and apply knowledge
and skills across a multiple
standard so it is also engage
students in real world situations
or complex problems so that is a
performance path.
 Two Types of Performance
Task
1. The performance based learning
⮚ it is a leaning an environment where the students
is expected to be our competencies that they need
and important for them to attain the learning
expectations while dropping up well.
2. Performance based Assessment
⮚ it is a form of assessment that requires students to
perform eight pass rather that answer a questions
from a ready to ready made list so it is requires
students to demonstrate that they mastered
specific skills and competencies by performing are
producing something.
SCORING
RUBRICS
 Scoring Rubrics
⮚ A scoring tool that lays out the
specific expectations for an
assessment task. Rubrics are
criterion-referenced rules for
assessing students
performance analytically or
holistically ( on different
dimensions). ( Stevens & Levi,
2005)
Two Types of Rubrics
1. Analytic (Descriptive)
Rubrics
❑Allows you to assess
participants'
achievements based on
multiple criteria using a
single rubric.
 Qualitative Scale
Quantitative
3 2 1
Qualitative
Proficient – Adequate - Limited
Quantitative
4 3 2 1
Qualitative
Exemplary- Good- Satisfactory – Needs
Improvement
 2. Holistic Rubrics
❑ 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.
 Needs to Remember when
making a Scoring Rubrics
1. 2. Decide on
Determine the
learning structure of
outcomes the rubrics
4. Weigh the
3. Identify levels of dimension
performance or and
aspect of the determine the
product that range of
reflect the learning points
outcomes
5. Rubrics are
usually shared
with learners
Assessment
Write T if the statement is True and F if it is False.
1.In developing performance tasks it needs to integrate knowledge and skills across
multiple content standards or strands within a content area.
2.Performance based Assessment is a form of assessment that requires students to
perform eight passes rather than answer a question.
3.GRASPS is a model for demonstrating performance of understanding using
authentic assessments.
4.Analytic Rubrics allows you to assess participants' achievements based on
multiple criteria using a single rubric.
5.Holistic Rubrics is a multiple criteria rubrics used to assess participants' overall
achievement on an activity or item based on predefined achievement levels.
Assessment
6. Performance based learning is a learning environment where the students
are expected to be our competencies that they need and important for them.
7. Unpacking the performance expectation is the third step on how  to
develop an authentic performance task.
8. GRASPS represent a framework for organizing, delivering, and assessing a
project-based assessment.
9. Performance tasks engage students in real world situations or complex
problems so that is a performance path.
10.  Standard is part of the GRASPS model.
 Thank
s! Do you have any
questions?

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