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Rebeccah Adney Posts: 4
8/27/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I had a student choose between completing several works of art or research famous artworks to show the elements and principles of design (texture, color, and balance.) The student decided to do a combination of both.
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terry davis Posts: 1
9/4/2019
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Use of exit tickets has worked well with me in the past, especially at the intro to new assignments. It is a helpful practice as far as determining the level of each student as well as their understanding and is significant to guided instruction. I also like the learning surveys which allow to gain insight as to where each student may be prior to a specific task .
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Diana Egan Posts: 3
9/12/2019
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Sometimes I read test questions to my students who have language disabilities and allow them to answer orally or visually by drawing an image to answer the question instead of writing the answer.
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Hayley Calhoon Posts: 3
9/13/2019
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I have adapted assessments in my classroom for students with disabilities in several ways outlined below.
- A student had a visual impairment. I allowed the student to magnify his screen in order to better read and understand the text on the assessment.
- I have orally read question on an assessment to a student with a language impairment who struggled with reading but was able to understand the question when hearing it.
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michelle debello Posts: 3
9/23/2019
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A student I currently teach cannot form complete thoughts if he is asked to hand write his answers. In his case, for the student's written self reflections on their artwork, I provide him with a laptop to type his response and email it to me. This has resulted in a more accurate picture of his learning.
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Shannon wade Posts: 2
10/14/2019
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Adapted assessment:
I have altered forms of visual arts tests and quizzes to fit specific needs of individual students. This includes using word banks and breaking the tests into sections.
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Kelly Metevia Posts: 3
12/16/2019
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One example would be exit tickets. This allows me to check my students understanding at the end of class and effectively plan how much review might be needed at the beginning of the next class. I have multiple students that require extra time and this method lets me know if they need it or not. It also allows me to pin point the areas that they need extra time in to help them be successful. This way I can modify expectations if needed or just accommodate them by allowing them more time to finish.
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Ted LoCascio Posts: 3
12/19/2019
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One year I had a student with tactile sensitivities which were a symptom of his ASD. It was very uncomfortable for him to draw and paint using traditional art making tools. To accommodate for this student's special needs, I allowed him to complete certain drawing and/or painting assignments using Photoshop on one of the computers in my lab. He was much more successful making artwork using the pressure sensitive stylus and drawing tablet on the computer, which boosted his confidence and met his accommodation needs.
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Sally Logan Posts: 3
1/9/2020
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Adapted assessment
One of my classes has 10 ESE students with a variety of disabilities. I have to adapt all of the projects that we do. Some can paint and some only use colored pencil, but everyone participates to their fullest. One student only uses his I pad and therefor I grade his work immediately. Some students are only allowed to stay for a short time so their projects are drastically shortened. The best part is that they all succeed.
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Yvette Trejo Posts: 3
1/13/2020
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I have used Exit Tickets to assess student understanding of the art elements or concept being taught. This is a great way for me to see what I need to review or modify when planning for future lessons. Since the art elements are used continuously throughout the year it is important for me to assess students regularly. Portfolios and sketchbooks are another way I assess my students progress and understanding of various artistic techniques.
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Jessica Phillips Posts: 3
1/16/2020
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At the end of a project typically we have a class critique. Each student goes to the front of the classroom and explains their project to the class, how they approached the project, things they think were successful and areas they needed improvements. With my special needs students typically I would have and individual critique with them. It would be more of a conversation with them. Since during the process of the project I work closely with them, at this point they are comfortable sharing their project with me. This for focused discussion truly gives them more confidence as I am able to talk them through the evaluation process and include art vocabulary to solidify their learning.
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emily vanwey-schell Posts: 3
1/23/2020
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I use INB's/sketchbooks for brainstorming(pre-assessments) and self-critique/reflections(post if you will). I meet with my students 1 on 1 or in groups of 3-4 students to discuss what they are going to choose as their subject for their ceramics project and have them show me their brainstorming. This way I am sure of what they understand or still need guidance with before a project begins. I do this for all of my classes so I am not singling out 1 group of students. At the end of each project we reflect in our INB's and meet again. This is a way for me (besides constant circulating) to check their understanding of the standard taught and carried out. This allows discussion about the final outcome, along with feedback for each individual student.
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Ingrid Givler Posts: 3
1/27/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One example of an assessment I use often is a self-reflection. This is a rubric which has a table for the student to score themselves on various criteria with some written responses based on what they see in their finished project . Most of the time my students with disabilities can easily score themselves with the table, but have a harder time with the written responses, I then work one on one with them clarifying the question and helping them record their responses, This rubric is also one that I do a teacher assessment in the table right next to where the student scored themselves. I love this assessment because students are often surprised that I scored them higher than they had scored themselves,
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Donna Kruithof Posts: 3
2/16/2020
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I was doing paper quilt blocks (friendship star) and this student struggles with using a ruler for measurement (it is in the IEP), so I lightly drew the grid for him. Now he still had to create the pieces to go in the grid and place them appropriately. The goal was to create the block, not assess how well he could measure with a ruler, so this small change made for a very happy and successful student.
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Gayle Goodridge Posts: 3
2/27/2020
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As a Television Production Instructor, I have had hearing impaired students in my program. Although they are accompanied by an interpreter for instructional purposes, when it comes to editing a project students are graded on shot composition, editing quality, audio quality and VU (volume) meter levels. For my D/HH students I do not grade audio content. I grade the VU meter readings (visual setting) but I don't care if the words make sense on the timeline.
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Kim Pirisino Posts: 3
3/9/2020
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In a class with many, many students... say 50, I have multiple types of learning disabilities all at once. One type of adaptive assessment that I have used to improve students learning is to have students stand up and share with the class how they have satisfied certain learning goals and parameters of the lesson in their artworks. By having many students show different ways of completing the same goals in a visual way, the students can see how others solved the problem and ask them questions about how they did it. The students teach each other while getting to show off their ideas to the class and have a peer review at the same time.
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tlytle Posts: 3
3/19/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One example of adapted assessment I have successfully used in my Visual Art classroom is the Exit Card. We refer to them as “Exit Slips”. I have found that my ESE students gain a stronger understanding of new information or recall previous information if I first group students, to discuss the specific information, at the beginning of class. Then, during the Exit activity at the end of class, the students are more confident, can recall specific information, and are able to record it on their Exit Slip. The next day, during a brief review, they remember the information discussed previously and are accurate in their responses.
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Mary Casey Posts: 3
3/24/2020
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I have a visually impaired student in my sculpture class. He was previously, first semester, in my Creating Art Class. I make sure any of my communication is in 18 font. I provide him with my demonstration visuals, and walk him through the demonstration individually, after he has listened to the whole class demonstration. I offer support when using the hot glue gun and other tools used in the production of our sculptures. I modify the requirements of the project. For example when creating an abstract bust, with a focus on volume and space, he still has to represent volume and space, just not as detailed as some others.
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Lisa Lazar Daigle Posts: 4
4/1/2020
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Using sketchbooks to self assess before and after a new concept are a great way of keeping data, as well as using exit tickets. Sometimes using whiteboards as game to hold up in their groups is fun to do. Both are easy and quick to assess and make changes to lessons when needed.
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Cathy Bradshaw Posts: 3
4/14/2020
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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 use Pre-assessments for all students for years. My students with disabilities have included LD, hearing impairment and visual impairment. It is especially important to have student data regarding their skill level before beginning instructions. I was able to use the Pre-assessments to monitor growth and mastery of skills The assessment was later given as a Post-Assessment to measure and compare skill mastery. Students could also see their progress by comparing the two assessments.
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