Educational reforms are continuously crafted to improve many aspects of teaching and learning including the development of authentic performance tasks engineered through the Goal, Role, Audience, Situation, Product/Performance, and Standards (GRASPS) Model. These real-world problems provide opportunities enabling students to produce solutions, manage situations, and develop different perspectives while also enabling teachers to transform their students to be knowledge producers and not merely knowledge consumers or keepers. With the rapid growth of studies about the effectiveness of performance assessments, the implementation of GRASPS creates its own space in the world of educational research. Against this backdrop, the study sought to determine the impediments experienced by teachers and students in selected schools through an expert-validated instrument. Based on the responses of 65 teachers and 367 participating students, findings revealed that in using GRASPS, the problems of teachers were as follows: administering group tasks, the insufficient time to meet all the target outputs, and the inadequate facilities for the fulfilment of complex tasks. On the students’ part, the problems were: lack of guidance in doing the performance assessments, ways to collaborate with others during group tasks, and the limited time to complete them. Further research could be done on the teachers’ and students’ time management and planning, scaffolding for transfer techniques, and cooperative learning to further the implementation of authentic learning and to enhance the existing faculty development programs in different schools.
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