GRASPS

[|From Montana's Department of Education Website:] Performance Assessment: GRASPS When constructing performance assessment tasks, it helps to use the acronym GRASPS:
 * G || Real-world __** Goal **__ ||
 * R || Real-world __** Role **__ ||
 * A || Real-world __** Audience **__ ||
 * S || Real-world __** Situation **__ ||
 * P || Real-world __** Products **__ or __** Performances **__ ||
 * S || __** Standards **__ ||


 * = GOAL =
 * Provide 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 the scenario. Explain the situation.
 * = PRODUCT =
 * Clarify what the students will create and why they will create it.
 * = STANDARDS and CRITERIA [INDICATORS] =
 * Provide students with a clear picture of success.
 * Identify specific standards for success.
 * Issue rubrics to the students or develop them with the students.

Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. 2004.