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Administrator Administrator Posts: 18
4/11/2016
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(Choose one)
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.
2. Think of an art student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her visual arts learning. Share your response in the threaded discussion.
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C. Robb Posts: 3
6/6/2016
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This past year I had 4 students who were autistic. To assess them I used portfolios, quizzes and sketchbook assignments to help me gauge their progress in Art. Portfolios were used to assess their growth every nine weeks. Bi-weekly sketchbooks also helped assess their progress. At the end of the semester these students would talk to me about their sketchbooks and portfolios. I asked them what they liked and disliked about their sketchbooks, what assignments they liked the most/least. What would they do differently? Did they feel they improved? how they could improve next nine weeks, etc. In addition to portfolios and sketchbook assignments, students were given bi-weekly quizzes over the textbook material. Students had shortened quizzes and were able to use their guided notes to help them. As a teacher, I evaluate and assess each student on their own individual progress from the beginning of the year to the end of the year.
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+3
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janet tucker Posts: 3
6/8/2016
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I had a student in my 3-D Studio Art class diagnosed with Autism. My mid term and final exam were project based, assessing how students could design a 2-D composition then transform it into a 3-D format. Teaching this student "in chunks" was very successful to his grasping of the assessment requirements. I worked with him individually to plan his design in the theme of the exam. I posted examples on the bulletin board for him to reference and seated him with students that had grasped the concept so he could observe their progress. We conferenced orally about his design and his plan for creating the work in a 3-D format. I then demonstrated to the class as a whole but repeated the demonstration individually at his table to reinforce the procedures. Upon completion of the project, students were required to write a self reflection, critiquing their work. Since this student was unable to do that, I made accommodations for him to meet with me individual to orally express his idea and opinion of his work. This student responded very well to this process of assessment of his work.
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Alyce Walcavich Posts: 3
6/20/2016
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I have had a student (2 years now) in a Photography class with IND(Intellectual Disability) and E(emotional). He struggles with: following any linear process or steps, tunes out immediately when instructions or lesson are discussed, races through assignments just to finish, wonders around the classroom while everyone else is seated and listening, and plays games on the computer when he thinks I am not watching. He sometimes has "melt-downs" when he will cry, become self-defacing, or destroy his artwork out of frustration. For learning and assessment techniques for him, I use lessons in short bursts with modified, condensed instruction. For an art journal assignment that may contain 6 components, we take it one at time. I condense the sentence (or have him try to simplify) and map out what should be included. Same for the art projects which are broken down into simple steps approached in individualized instruction. I also incorporate peer support and shorten his assignment some. I often times model with hands on instruction to show him how I would solve the problem or let another student show how they are solving the problem. I also give him some time outs as a reward for working so he can play on the computer.
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Alyce Walcavich Posts: 3
6/24/2016
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In reviewing Alternative Assessment Checklist some options that could potentially benefit a student in assessing his visual arts learning. I would like to include the following components that would help assessment and instruction on several ESE students. For Presentation using blank cards or cards with cut out window to isolate text and direct visual attention. Also repeated reading to increase word recognition and fluency which would provide feedback on comprehension, and finally advanced organization which would help student understand and retrieve information by previewing of objectives, topics and summary. For Response using task adaptation to reduce the amount of copying, graphic organizer for response, and for taking summative evaluations alternative spot without distractions or with ESE specialist. For Setting reducing sources of distraction, time allocation allowing more time, for these students who process slowly, and separating task into parts and checklists.
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Carlois Mirpuri Posts: 3
7/20/2016
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In one class where the students were being asked to draft a floor plan of a restaurant, I knew the final project was too difficult for some of my students with learning disabilities. The alternative assignment/assessment was to give the a box of legos and a large counter top where they could construct a restaurant in 3-D and it was possible to leave their work intact from one day to the next until they completed the assignment. The students were allowed to work as teams. During the project I would go to this lab and ask them questions to help them determine if they were meeting the requirements of the assignment. Afterwards, I did a verbal critique of their project using a rubric as a guideline. The students were also able to present their project to the whole class which was received very well by their peers. The students loved their final project and were thrilled to be able to fully participate in a final assessment without stress and anxiety.
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marie Hosker Posts: 3
11/11/2016
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I had one student who had severe dyslexia, specifically, Irlen Syndrome. His reading suffered until I researched and read that he would have less trouble if we did not use black on white print. I started printing his assignments and reading material on colored paper. We found that the mint green worked best for him and he began reading faster and retaining more. He liked drawing on mint paper also. He said he had less eye strain.
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Christopher Roll Posts: 3
6/21/2017
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
One adaptive assessment that I have successfully used in the fine arts classroom for students with disabilities writing into my summation assessment grading rubric a picece on work ethic and effective time management. This section includes a student self-assessment part, and an equally weighted part where the teacher rates the student on their perceived effective use of class time. This is a strong adaptation for my students with special needs, especially those who require an aid in the classroom, because unlike some students without disabilities who earn poor grades due to a lack of effort, I find that my students with disabilities often display a strong work ethic, Beth sometime struggle with more techniqual parts of the lesson. If a student with special needs earns a 6 out of ten from their techniqual drawing portion of the lesson, they will likely earn a 9 or 10 out of 10 on the work ethic and time management piece. These grades average well together, and I believe this adapatation better reflects the true nature of my student's performance.
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Richard Jansen Posts: 6
1/24/2018
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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.
Over the years I have had students not only with both long term and short term memory challenges, but also problems with focusing on written assignments in general. One of the alternative assessments I like to use is a KAGAN idea with 3 x 5 cards. After carefully choosing from a list of our film and television "lingo," the vocabulary words would be written on one side of the card and on the other side of the same card the definition from another word. After a student reads the word on their card, it is up to another student who holds the definition to that word to identify themselves, read the definition and then read their word aloud. This process would continue until all vocabulary and definitions were completed. It forced the students to stay on their toes and usually made for a fun time in class! I believe it also helped improve vocabulary quizzes and other types of both ongoing and summative assessments.
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Jayce Ganchou Posts: 5
5/17/2016
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Adaptive: Again with one of my bigger challenges was one with a Student with MS and i had to adapt all o the drawing instruments for his hands and adapt his board for his wheel chair. Orthopedic disabilities make you problem solve to adapt your lesson and the materials to each individuals needs.
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jg
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