The Situation: You will be working with a grade three student on knowing the times tables up to and including 5
x 5. The teacher has asked you to design and use a developmental rubric to show nine ways of assessing the
child’s progress toward mastering this skill.
View the tutorial. Notice the nine cells in the table. These can represent nine parts to one lesson, or nine
separate lessons- left to right, top to bottom row. (Note: The more difficulty a child has with a concept, the
slower one would progress through the rubric from manipulative to symbol. A complete lesson can be done
inside one cell or involve using two or three of them, depending upon the child.)
The Assignment:

1. Write an objective for the skill of knowing the multiplication tables up to and including the 5 x 5 times table.
   Remember, when expressing an objective in behavioural terms, you must incorporate the following information
   into the objective: a) State the specific skill. b) State the specific student behaviour that will be used to
   determine the degree of skill mastery. c) State the degree of skill mastery aimed for. [This objective structures
   your assessment at the end of your lesson.]
2. Create a developmental rubric using manipulatives, pictures, and symbols for both the student and the
   educational assistant. For each cell in the rubric you must first state how the EA will present a multiplication
   situation and the strategy for figuring out the answer AND how the EA expects the student to present a
   multiplication situation and the strategy for figuring out the answer. Note: Caution on using dice: Dice are
   pictorial if you use the dots on them. BUT, if you have a bag of dice and you ignore the dots and just count the
   number of dice, that is use of them as manipulatives. Manipulatives are objects that can be moved around. As
   the course progresses you will build lessons, so make sure you use dice properly according to the
   developmental sequence.
3. Write three translation-type story problems that an EA could use to check the child’s understanding of the
   concept/skill.
4. In a paragraph or two describe how you as an EA could informally assess the skill development of the child
   using the rubric in conjunction with journal notes.
   Please include a title page
   Question #1: Objective
   To get four marks the objective must be observable and measurable. It must

• state the exact skill
• tell the specific observable and measurable behaviour that will be used to determine the extent of the
  student’s mastery of the skill (this includes describing the type of problem the student will answer)
• state the degree of mastery of the skill aimed for, (this includes how many problems)
• all of the above information must be combined into one or two sentences which are grammatically correct.