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Scott Tilbury Posts: 4
5/22/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have found that the use of sketchbooks for my autistic students has been incredibly successful for multiple reasons. We use their preliminary sketches of the assignment to determine ability before creating a 3D project, then troubleshooting while building and being able to visually modify while planning, and finally as a form of self evaluation relating to how well they accomplished their goal of creating their 3D object from 2D design.
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Anthony Kopp Posts: 3
5/23/2022
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I had a student with ODD (oppositional defiance disorder) who would outright refuse to do a lesson he didn't like from the beginning. He didn't want to lean any new styles or techniques that were outside of his comfort zone. I would often adapt the topic of his lesson to something he was agreeable to while still showing development in the skills I wanted him to learn. We would spend a lot of time evaluating his progress as he was creating the work and I would sneak in new technique lessons to help him accomplish what he wanted to achieve in the piece. He needed that review step of the work not turning out like he imagined before he was willing to accept that I might have a better method for him to use.
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Amanda Valdes Posts: 3
6/12/2022
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An example of an adapted assessment I have successfully used in the fine arts classroom for students with disabilities (specifically dysgraphia) is in the form of a summative assessment. In coming into the middle school classroom with only five weeks left of school, after the previous teacher ‘resigned,’ I chose to use a rubric for assessment. This provided me the opportunity to be able to have a common outline of procedures and guidelines, but also provided me concrete expectations I was looking for in each project. One example of an accommodation was with the ‘Neatness and Craftsmanship’ section of the rubric. I asked the students to use a Sharpie to outline their project before they went on to color. On the rubric it stated ‘Outlines are smooth and consistent (demonstrated patience). With this as a ‘guide’ my students who have fine motor skill difficulty, I was able to take into account each student and their individual needs. I would therefore not mark a student down if it was apparent that they did their best to demonstrate patience on a particular project.
My intention has always been for students to be able to have success, especially in the fine arts, where it is easy to say, “I’m terrible at art.” I feel like having a rubric as a tool has been a helpful way for me to have specific expectations, yet allows me to meet the different needs of my students on so many varying levels.
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lisa akers Posts: 3
6/26/2022
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Adapted assessments included using student journals, portfolios of student artwork for each assignment and finally the reflection from each student reflecting thier process and what they feel they succeeded in and what they learned and what they feel was their most successful assignment.
Generally, my students with disabilities have used digital formats and sculpture as their choice of more tactile or alternate sensory-stimulating, fine motor utilizing activities that create a sense of success.
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Jan Johnson Posts: 3
8/8/2022
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I have had students with specific learning disability and a number of students with emotional disability. Thinking on one in particular, there are two accommodations I would use with assessing one of my fine arts students. I would adjust the presentation (how the student receives information on our assessment). Portfolio review and a checklist of required elements help to assess progress and guide our discussion. Using graphic organizers and step-by-step instructions during instruction and prior to assessment (chunked) may help prevent frustration which leads to emotional outbursts. They (graphic organizers) also helps the student stay organized during reflection on the assignment.
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Lisa Kraus Posts: 3
8/15/2022
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For one of my autistic students with sensory issues I allowed them to use different art materials from the rest of the class for projects and assessments. I also shortened his assessments into shorter steps and worked with him individually.
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Rachel Peek Posts: 3
8/21/2022
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Something that was very important for some of my students with Autism was to see their progress rather than just the end result. One student I had last year would always get very frustrated and stressed with the end product. So instead of stressing due dates, we built a portfolio instead and had them write/talk to me about the process and what their intentions were rather than me just looking at the end result. For this particular student, I had them take pictures of the progress of their work so that I could see their thought process (along with them journaling it, if they were able to). I could see what frustrated them but it did make them less stressed out because they knew that I could understand what they were trying to do.
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Kathryn Calderon Posts: 3
8/24/2022
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I had a student with autism, and he would often lose focus. When it came time for assessments (drawing an example of what they learned without my guidance), I would give him extra time and sit near me. Being by me ensured I could keep him on track and give him breaks throughout the assessment so he would not get distracted when it was time for him to focus.
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Adam Zondor Posts: 3
8/25/2022
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion
I have taught multiple students with autism that lack the fine motor skills to utilize small materials such as fine paint brushes, oil pastels, or colored pencils. To accommodate and assess their ability with these tools I would substitute them with larger hand held media to utilize on over sized productions. For example the student would demonstrate their ability to paint basic geometric shape in large scale using a 2 inch brush.
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yin ling Rogers Posts: 3
8/29/2022
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I have students with Autism. We provide different assessments(quizzes, portfolio, journal , ) throughout the years. Students may have a chance to present their strength in various assessment. Also. we have accommodation of time for students who need during quizzes . Also quizzes may be in form of multiple choices. Oral assessment during group discussion. In the portfolio , we accept video report or audio report. or collection of their drawings. We also accept both written / audio answer in journal assessment.
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marjorie mcgowin Posts: 3
9/5/2022
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One of my students had problems with reading and being easily distracted during. To accommodate her, she was given extra time to complete assignments and for some assignments she would go to the resource room to work where there were no distractions. She also was allowed to take her test in a small group also in the resource room. I taught this student when she was a Freshman and later as a Senior. By last of her Senior year she would finish most assignments before the majority of her class. She also had started taking all assessment in class.
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Jason Helbling Posts: 3
9/6/2022
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I encourage my teachers to use exit tickets frequently. Its a great way for them to figure out how many students retained the content presented in class.
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Jason Helbling Posts: 3
9/6/2022
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Teachers in fine arts classes should utilize the same types of assessment to determine the needs and the retention of critical content. At my school, I include fine arts teachers in common planning PLC's and require them to take the same professional developments that my core teachers take part in.
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Olivia Clancy Posts: 3
9/8/2022
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I can review a student's current level of comprehension and ability at the beginning of the year with a drawing baseline. I often let students with ADHD create their drawings digitally instead of on paper. The digital drawing has the same requirements as a manual drawing, but it actually requires an understanding of the digital program, great hand-eye-coordination, and a significantly greater amount of focus. They are engaged and for even longer than my other students.
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lori arbel Posts: 1
9/18/2022
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I have taught students with limited motor skills To accommodate and assess their ability with these tools I would substitute them with larger aparatus on their arms that give them more dexterity to create large scale paintings.
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Megan Welch Posts: 3
10/3/2022
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I have used sketchbooks as journals in my courses to track student progress through units of study. I'll typically have students not only use their sketchbooks for art-making but also for reflection/review activities. In this way students are able to reflect throughout the creative process and gain valuable experience in writing, which is something that I find to be a very valuable aspect of my own creative practice. As an artist that teaches I try to impart some of the useful habits I use in order to create a more authentic art studio experience for my students. When I review their sketchbooks I can also more easily target remediation should I see a student begin to struggle with content or with a skill they're practicing. Sometimes it also helps me assess students who may not be as talkative in class, sometimes it's hard to tell if they're "getting it" but when they write I can see that they do. Another helpful thing I add to sketchbooks are exit tickets, we often to TAG critiques: which stands for Tell/Ask/Give. I'll typically ask students to evaluate each other against the rubric we are currently using for a task/project component. If a student can identify exemplars and non-exemplars I can assess how much of the content they have mastery of.
2. I think that response cards would really help some of my students who need more active participation to maintain on-task behavior. I think that these would help some of my students who struggle to stay engaged in lectures/lessons be better able to provide feedback to me when they are understanding concepts or when they begin to struggle or lose focus.
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Beata Lieders Posts: 3
10/8/2022
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I have a student who struggles with verbally answering questions; to be able to assess her, I have a one-on-one session with her where she demonstrates her knowledge. We are able to communicate a little with ASL as I know a small amount of sign language.
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Regina Patz Posts: 3
10/9/2022
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I assess learning daily, as the students rate their understanding of the days strategy, skill or lesson at the end of class with a chart. This allows them to express their level of comfort or understanding of the current skill.
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Candyce Nelson Posts: 2
10/11/2022
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Part 1
I have a student who struggled with expressing their thoughts in writing. To accommodate this student on short answer questions for quizzes and tests, I adapted the quiz to an online format that enables the student to type or use text to speech. The student can use the text to speech feature to dictate what they want their answer to be. Another way I adapted the assessment is for the student to discuss the question with me verbally. I ask it to them in a conversational tone and they give me the answer. this allowed the student to express their learning in a manner that was meeting the rigor of the benchmark while at the same time giving them a format that was more accessible for them. I have also enabled online quizzes to only show one question at a time, in order to accommodate students who need their tests masked.
In project based assessments I provide checklists to help students prioritize the construction process and graphic organizers to assist with thumbnail drawing. Other supports are sentence stems to assist with critique and peer review.
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Terri Lynn Alexander Posts: 4
10/18/2022
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I have had students in my classes with sever learning disabilities including autism and students on the spectrum that have a hard time learning and performing like other students. A few ways I have altered assessments is by allowing students more time on projects, having students take their quizzes orally and creating altered rubrics that allow for more flexibility to express their understanding. In creating assessments I would use more simplistic terminology and more basic feedback.
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