Designing Authentic Assessments in the MYP Using the GRASPS Model

Assessment design in the MYP must move beyond rote memorization and traditional testing. The IB advocates for authentic assessment, which challenges students to apply knowledge and skills in meaningful, real-world contexts (International Baccalaureate, 2014). One effective strategy for achieving this is the GRASPS model, developed by Grant Wiggins and Jay McTighe as part of the Understanding by Design framework (Wiggins & McTighe, 2005). GRASPS enables educators to create performance tasks that are both engaging and aligned with IB objectives.

The GRASPS Framework Explained

GRASPS is an acronym that guides the development of performance-based tasks:

G – Goal: What is the challenge or problem to be solved?

R – Role: What role will the student assume in the scenario?

A – Audience: Who is the recipient of the performance or product?

S – Situation: What is the context that frames the task?

P – Product/Performance: What will the student produce or do?

S – Standards for Success: What criteria will be used to assess the work?

This framework ensures tasks are meaningful and mirror real-world challenges, while also giving students clarity about expectations and outcomes.

GRASPS in Practice: Designing MYP Assessments

Step 1: Anchoring Tasks in the Statement of Inquiry

In the MYP, every unit is guided by a statement of inquiry, which combines key and related concepts with a global context to frame understanding. Effective GRASPS tasks are constructed around this statement, ensuring coherence and conceptual depth.

Example:

In a Language and Literature unit with the statement of inquiry “Communication can empower communities and challenge injustice”, teachers might develop a GRASPS task where students create a speech or campaign to address a social issue, aligned with the global context of Fairness and Development.

Step 2: Aligning with MYP Assessment Criteria

Each MYP subject area includes specific assessment criteria (A–D), which are used to evaluate student performance. GRASPS tasks should be explicitly aligned with these criteria, allowing students to demonstrate their proficiency through authentic work.

Example:

In an Individuals and Societies unit, a task might address Criteria A (Knowing and understanding), C (Communicating), and D (Thinking critically), through a policy proposal developed from a real-world case study.

Step 3: Constructing the GRASPS Task

Below is an example of a complete GRASPS task in MYP Science:

Goal: Design an experiment to test the environmental impact of a local industrial activity. Role: Environmental scientist. Audience: Local city council. Situation: The city is experiencing rising pollution levels, and leaders are seeking scientific solutions. Product/Performance: A research report and an oral presentation. Standards for Success: Use of the scientific method, clear data presentation, alignment with criteria B (Inquiring and designing), C (Processing and evaluating), and D (Reflecting on the impacts of science).

Step 4: Using GRASPS for Formative and Summative Assessment

While commonly used for summative assessments, GRASPS can also structure effective formative tasks. These tasks offer students opportunities to practice skills, receive targeted feedback, and refine their understanding before a final assessment.

Formative Example:

In a Design unit, students might prototype a product for a peer review session, using the GRASPS model to simulate a client presentation.

Why GRASPS Works: Pedagogical Benefits

1. Promotes Authenticity and Relevance

By simulating real-life roles and contexts, GRASPS tasks foster student engagement and connect classroom learning to the outside world (Wiggins & McTighe, 2005; Lombardi, 2007). This increases motivation and deepens conceptual understanding.

2. Supports IB’s Constructivist Philosophy

The MYP emphasizes inquiry-based learning, conceptual thinking, and global mindedness (IBO, 2014). GRASPS supports these aims by encouraging students to explore meaningful questions and apply their knowledge creatively and critically.

3. Develops ATL Skills

GRASPS tasks naturally integrate Approaches to Learning (ATL) skills such as communication, collaboration, and critical thinking, as students navigate real-world problems and work toward tangible products.

4. Enhances Assessment Clarity and Equity

With clearly defined goals, roles, audiences, and success criteria, GRASPS promotes transparency in assessment. This helps students understand what is expected, reducing ambiguity and supporting equitable assessment practices (Black & Wiliam, 1998).

Conclusion

The GRASPS model is a powerful tool for designing formative and summative assessments that align with the MYP’s goals of authentic, student-centered, concept-driven learning. By embedding real-world relevance and aligning with IB assessment criteria, GRASPS tasks not only measure what students know, but also how they apply that knowledge in meaningful contexts. For MYP educators seeking to deepen inquiry and elevate assessment design, GRASPS offers a practical and pedagogically sound approach.

References

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

International Baccalaureate Organization (IBO). (2014). MYP: From principles into practice. International Baccalaureate Organization.

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. EDUCAUSE Learning Initiative.

Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). Association for Supervision and Curriculum Development (ASCD).