A colleague shared a great resource with me today. It is a document entitled Performance Assessment & Portfolios in Civics & Economics. The handbook was created by New Hanover County Schools and explains how GRASPS can be an important tool for framing assessment. GRASPS is an acronym that helps to ensure that the task the teacher is assigning is authentic and real world. This GRASPS "checklist" can also be applied when you are designing a Henrico 21 lesson plan.
GRASPS Chart
| |
Goal
The central problem in the task |
Your task it to _____________________________
The goal is to ______________________________
The problem or challenge is ________________
The obstacles to overcome are ______________
| | |
Role
The "character" the student plays. |
You are _______________________
You have been asked to _______
Your job is _____________________ | | |
Audience
The group who receives the performance.
|
Your clients are ___________________
The target audience is _____________
You need to convince ______________ | | |
Situation
The circumstances in which the performance must take place.
|
The context you find yourself in is ________
The challenge involves dealing with _______ | | |
Product, Performance, Purpose
The outcome and the reason for doing it.
|
You will create a ____ in order to _____
You need to develop ____ so that _____ | | |
Standards & Criteria for Success
The measures of a good product or performance |
Your performance must __________
Your work will be judged by ______
Your product must meet the following standards ____
A successful result will ___________________ |
* It is important to keep in mind that you include a certain amount of Rigor when designing a performance task. | 
