Use the GRASPS protocol to design performance and authentic assessments¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

For performance or authentic assessment, the article offers the GRASPS protocol as a reliable process prompting teachers to consider epistemic aims in task construction. It states: "the GRASPS protocol (goal, role, audience, situation, product or performance, standards for success) prompts the teacher to consider the goal of the performance assessment and the evaluation criteria to determine performance." The protocol also guides development of a storyline including the role students assume and the product they create.

Design Implications¶

Context¶

Requirements¶

• The teacher must consider the goal of the performance assessment and the evaluation criteria to determine performance

Constraints¶

Target Learners¶

• teachers

Target Learning Goals¶

• designing performance and authentic assessment events aligned with epistemic aims

Claims¶

• Teachers' epistemic cognition adds a layer of complexity not present for learners because they manage epistemic aims for both themselves and their students [+W]

Related Strategies¶

• Use cognitive taxonomies such as SOLO as reliable processes for constructing learning objectives that are epistemic aims
• Understanding By Design Unit Template

Examples¶

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Key Sources¶

• Fives, Helenrose, Barnes, Nicole, Buehl, Michelle, Mascadri, Julia, & Ziegler, Nathan. (2017). Teachers’ epistemic cognition in classroom assessment. Educational Psychologist, 52(4), pp. 270-283. https://doi.org/10.1080/00461520.2017.1323218