GRASP PERFORMANCE ASSESSMENT

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Action Verbs for AMT

M. Broñoso

Action Verbs for AMT

• Use the list of action verbs to help plan teaching and learning according to you’re A-M-T goals.

GOAL TYPES Action Verbs

Acquisitionof knowledge and skill

Apprehend NoticeCalculate ParaphraseDefine Plug inDiscern RecallIdentify StateMemorize Select

Making Meaningcoming to understanding

Analyze InterpretCompare Justify/SupportContrast ProveCritique SummarizeDefend SynthesizeExplain TestEvaluate TranslateGeneralize Verify

GOAL TYPES Action Verbs

TransferLearning to new situations

Adapt (based on feedback)Adjust (based on results)ApplyCreateDesignInnovatePerform EffectivelySelf-assesSolveTroubleshoot

Perfomance Assesment

GRASP• When constructing performance assessment tasks, it helps to use the acronym GRASPS:

OALOLEUDIENCEITUATIONRODUCT or PERFORMANCE

STANDARD

GOAL♦ Provides a statement of the

task.♦ Establish the goal, problem,

challenge, or obstacle in the task.

ROLE♦ Define the role of the students

in the task.♦ state the job of the students for

the task.

AUDIENCE♦ Identify the target audience

within the context of the scenario.

♦ Example audiences might include a client or committee.

SITUATION♦ Set the context of scenario.♦ Explain the situation

PRODUCT♦ Clarify what the students will

create and why they will create it.

STANDARDS andCRITERIA [indicators]♦ Provide students with a clear

picture of success.♦ Identify specific standards for

success.♦ Issue rubrics for students or

develop them with the students.

Constructing a Performance Task Scenario Using GRASPS

GOALYour task is _______________Your goal is to _____________The problem or challenge is__________________________The obstacle to overcome is__________________________

ROLEYou are ___________________Your have been asked to __________________________Our job is __________________

AUDIENCEYour clients are ______________The target audience is _________You need to convince _________________________

SITUATIONThe 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 AND CRITERIA FOR SUCCESS:Your performance needs to ______________________________Your work will be judged by _______Your product must meet the following standard (Quality) _______A successful result will ___________

Example: MathGOAL: ♦ The goal (within the scenario) is to minimize costs for shipping bulk quantities of M&M’s.

ROLE: ♦ You are an engineer in the packaging department of the M&M’s candy company.

AUDIENCE: ♦ The target audience is non-engineer company executives.

SITUATION: ♦ You need to convince penny pinching company officers that your container design will provide cost – effective use of the given materials, maximize shipping volume of bulk quantities of M7M’s, and be safe to transport

Example: MathPRODUCT PERFORMANCE AND PURPOSE:♦ You need to design a shipping container from given materials for the safe and cost-effective shipping of the M7M’s. Then you will prepare a written proposal in which you include a diagram and show mathematically how your container design provides effective use of the given materials and maximizes the shipping volume of the M&M’s.

STANDARDS and CRITERIA for SUCCESS:♦ Your container proposal should . . . • Provide cost-effective use of the given materials. • Maximize shipping volume of bulk quantities of M&M’s. • Be safe to transport.♦ Your models must make the mathematical case

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AdvertisementBannerCartoonCollageComputer graphicData displayDesignDiagramDioramaDisplayDrawingFilmstripFlyerGameGraphMapModelPaintingPhotographPosterPowerPoint showQuestionnaireScrapbookSculptureSlide showStoryboardVideoWeb site

Possible Products and Performances (Nouns)

Assesment Task BlueprintExample: NutritionWhat understanding or goals will be assessed through this task?

Students will plan appropriate diets for themselves and others

What criteria are implied in the standards and undrstandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?• Nutritionally sound• Comparison of tast vs. nutrition• Feasible

Assesment Task BlueprintExample: NutritionThrough what authentic performance task will students

demonstrate understanding?Task Overview:Since we have been learning about nutrition, the camp director at the Outdoor Ed Center has asked us to propose a nutritionally balanced menu for our three – day trip to the center later this year. Using the USDA Food Pyramid guidelines and the nutrition facts on food labels, design a plan for three days. Including the three main meals and three snacks (a.m., p.m., and campfire). Your goal is a tasty and nutritionally balanced menu. In addition to your menu, prepare a letter to the camp director explaining how your menu meets the USDA nutritional guidelines. Include a chart showing a break down of the fat, protein, carbohydrates, vitamins, minerals, and calories.

Assesment Task BlueprintExample: NutritionWhat student products and performances will provide evidence of

desired understandings?Menu with cart of nutritional values. Letter to camp director.

By what criteria will student products and performances by evaluated.

• Menu meets USDA guidelines• Nutritional values chart is accurate and complete• Menu addresses the audience and the situation.

• Effective explanation of nutritional value & taste appeal of proposed menu.• Proper letter form• Correct spelling and conventions

Assesment Task BlueprintCRITERIA & RUBRIC IDEAS1. We must try to ensure that we assess what is central to the

understanding not just what is easy to score.2. we also need to make sure that we identify the separate traits

of performance to ensure that the student gets specific and valid feedback.

3. We need to make sure that we consider the different types of criteria (the quality of the understanding vs. the quality of performance in which it is revealed)

Assesment Task Blueprint

Three Types of Performance Criteria with Sample IndicatorsContent Process Quality Result

Describes the degree of Knowledge of factual information or understanding of concepts, principles, and processes.

Describes the degree of skill or proficiency. Also refers to the effectiveness of the process or method used.

Describes the degree of quality evident in products and performances

Describes the overall impact and the extent to which goals, purposes, or results are achieved.

Content Process Quality ResultAccurateAppropriateAuthenticCompleteCorrectCredibleExplainedJustifiedImportantIn-depthinsightfullogicalmakes connectionspreciserelevantsophisticatedsupportedThoroughValid

CarefulCleverCoherentCollaborativeConciseCoordinatedEffectiveEfficientFlawlessFollowed processLogical or reasonedMechanically correctMethodicalMeticulousOrganizedPlannedPurposefulRehearsedSequentialSkilled

AttractiveCompetentCreativeDetailedExtensiveFocusedGracefulMasterfulNeatNovelOrganizedPolishedPreciseProficientRigorousSkilledStylishSmoothUniqueWell-crafted

Beneficial ConclusiveConvincingDecisiveEffectiveEngagingEntertainingInformativeInspiringMeets standardsMemorableMovingPersuasiveProvenResponsiveSatisfactorySatisfyingSignificantUnderstoodUseful

Quality of the understanding

Quality of the performance

AccurateCredibleCriticalIlluminatingIllustrativeInsightfulGroundedJustifiedMeaningfulPerceptivePlausibleRevealingSensitiveSignificantSophisticatedUnusual

ComprehensiveEffectiveEfficientElegantEngagingFluentGracefulMechanically SoundPersuasivePosedPolishedPracticalPreciseSkilledSolvedThorough

Criteria Related to the Six Facets of UnderstandingFacet 1 Facet Facet 3 Facet 4 Facet 5 Facet 6Explanation Interpretation Application Perspective Empathy Self-

knowledgeAccurateCoherentElegantJustifiedPredictiveThorough

IlluminatingIllustrativeImportantMeaningfulRevealingSignificant

AppropriateEffectiveEfficientFluentGracefulPractical

CredibleCriticalInsightfulPlausibleRevealingUnusual

Open PerceptiveReceptiveResponsiveSensitiveTactful

InsightfulMetacognitiveReflectiveSelf-adjustingSelf-awareWise

UNIT ASSESSMENT MAP

SUBJECT: Filipino 9 (Ikatlong Markahan)UNIT TOPIC: Mga Akdang Pampanitikan ng kanlurang AsyaUNIT DESIGNER: Mr. Benjamin B. Sonajo Jr.CONTENT STANDARD:

• Naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga akdang pampanitikan ng

kanlurang Asya.PERFORMANCE STANDARD:

• Ang mag-aaral ay masining na nakapagtatanghal ng kulturang Asyano batay sa napiling mga akdang pampanitikang Asyano.

UNIT ASSESSMENT MAP

Aralin 1: Panitikan: Ang Pabo at ang Prinsipe Isinalin ni G. Benjamin B. Sonajo Jr.

Wika: Matalinghagang Pahayag

TYPE KNOWLEDGE UNDERSTANDING(Meaning Making) TRANSFER

PRE-ASSESMENT/DIAGNOSTIC

Pre – Assessment TestExplanation, Application

FORMATIVEASSESMENT

ARG (Anticipation Reaction Guide)

Interpretation, Perspective

Paghahawang ng Balakid

(Talasalitaan)Self Knowledge

Paghambingin Natin

(Paghambingin sa Dalwang Tauhan)

Application, Explanation

(NG)Concept

Organizer(Pagbuo ng Konsepto)

Application (G)

Magsanay Tayo

(Pagbibigay-kahulugan sa

Pahayag)Interpretation,

Application (NG)

Ipaliwanag Mo!(Pagpapakahulugan

sa mga Matatalinhagang

Pahayag)Interpretation(NG)

Punan Mo(Generalization

Table)

Isulat Mong Muli at Tukuying(Pagbibigay

kahulugan sa Pahayag)

Interpretation, Explanation (NG)Video Analysis

(Pagsusuri sa mga kaugnay na Babasahin)

Interpretation, Explanation,

Application (G)

SUMMATIVEASSESMENT

ARG(Anticipation

Reaction Guide)Interpretation,

Explanation

Malikhaing Pagkukuwent

o(MT 1: Present

Me) Application(G)

Post/Summative

TestExplanation, Application,

Self KnowledgeSELF

ASSESMENTMagtseklist TayoSelf Knowledge

UNIT ASSESSMENT MAP

Aralin 2: Panitikan: Rama at Sita (Epiko ng India)

Salin ni Rene O. Villanueva Wika: Mga Kawsatib na Pang-ugnay

TYPE KNOWLEDGE UNDERSTANDING(Meaning Making) TRANSFER

PRE-ASSESMENT/DIAGNOSTIC

Pre-Assessment

TestExplanation, Application

IRF Chart (Paghahambing)Interpretation,

Prespective

FORMATIVE ASSESSMENT

Word Associatio

n(Panitikan ng

India)Self

Knowledge (NG)

LAF: Panoorin at Maglista

(List all Factors)Perspective, Self-Knowledge (NG)

Guided Story Plot

(Pagbubuod Gamit ang Grapikong Pantulong)

Application (G)

Paghahawan ng Balakid

(Talasalitaan)Prespective,

Self Knowledge (NG)

TAC(Think All

Consequences)Perspective, Self-knowledge (NG)

Tiyakin Natin!

(Pagkukuwento Gamit ang mga

Kawsatib ng Pang-ugnay)

Application (G)Punan at Buuin

Mo(Kaalaman sa Epiko)

Explanation (NG)Character Profile(Pagtuklas sa Kilos,

Pananalita at Damdamin)Application,

Explanation (NG)IRF

(Initial, Revised, Final)

ExplanationSituational Analysis

(Ano ang Gagawin Mo?)Application, Empathy (G)

SUMMATIVE ASSESSMEN

Post-TestExplanation, Application,

Self-Knowledge

Mahabang Pagsusulit

Halnat Mag-rap

(Pagrarap ng mahahalagang tagpo ng epiko

na maaring iugnay sa

kasalukuyan)Interpretation, Application (G)

SELF ASSESMENT

Magtseklist TayoSelf Knowledge

IRFSelf Knowledge

Calendar of Activities/Assesments

1 2Aralin 1:Ang Pabo at ang PrinsipePre-Assessment(Pagsusuri sa saklaw ng mga aralin at Mapa ng Aralin

3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

GRASP PERFORMANCE ASSESSMENT

Education