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GRASP

GRASP . Use GRASP acronym to craft a scenario for an authentic task. The idea starters provided for each GRASP component are just that; use one that fits well with the task you are designing . (Wiggins and McTighe (1999), Understanding by Design). GRASP stands for:. G: Goal R: Role

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GRASP

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  1. GRASP • Use GRASP acronym to craft a scenario for an authentic task. • The idea starters provided for each GRASP component are just that; use one that fits well with the task you are designing. (Wiggins and McTighe (1999), Understanding by Design)

  2. GRASP stands for: • G: Goal • R: Role • A: Audience • S: Situation • P: Product/Performance & Purpose

  3. G: GOAL • What is the student goal for your authentic task? • Use one of these idea starters to help define it: • Your task is ……… • The goal is to ……… • The problem/challenge is ……..

  4. R: ROLE • What role will the students assume in this authentic task? • Use these ideas starters to help you determine their role: • You are …… • You have been asked to …… • Your job is ……..

  5. A: AUDIENCE • Who is the real or realistic audience for the authentic task? • Use these idea starters to help you determine the audience: • Your client(s) is (are) …….. • The target audience is …….. • You need to convince ……...

  6. S: SITUATION • In what realistic, discipline-specific context will you situate this authentic task? • Use these idea starters to help you determine the situation for your task: • The context you find yourself in is …….. • The challenge involves dealing with …….

  7. P: Product/Performance & Purpose • Use one of the idea starters below to help you determine the performance challenge for the authentic task: • You will create a _____________ in order to ___________. • You need to develop ____________ so that __________.

  8. Notes • The task need not be written in the GRASP order. It can be in any order that is clear and engaging to the students. • The authentic task should require students to address an audience that is real (or realistic) and meaningful. • The intent of the task should also be real, with the kinds of restraints and opportunities that would exist in a real setting. • Authentic tasks can be short-term or long-term projects. They should require a performance or product.

  9. Other Authentic Assessments: • Webquests: http://webquest.org/index.php • Case Study examples: http://etips.info/ • Simulation example: Our Courts: 21st Century Civics: http://www.ourcourts.org/ • Geometry in the Real World: • http://www.myhero.com/go/hero.asp?hero=eeva_reeder

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