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Ren Warner-Dubin Posts: 4
5/17/2021
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I have been able to primarily use self-assessments with students that struggle, and especially students that shut down when judged. I use a visual rubric for students to identify their formative assessment level, and guide them in where to go next.
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april schorn Posts: 3
5/19/2021
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i have used exit tickets and journal entries in the past. These informal assessments help me quickly monitor understanding. The journals are great because they can draw what they are trying to say. I will give feedback on each entry and if needed write what they are trying to express above their work. Both are simple, effective, and work well in a range of classroom/learner situations.
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Shelby Brommer Posts: 3
5/25/2021
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1. I have used an exit ticket before in my elementary art room to assess understanding of a lesson. In third grade one year we studied Frida Kahlo by reading a book together as well as looking at visual examples. Students had to share a fact they learned about her on a sticky note at the end. This allowed me to check for understanding and see if students picked up on key concepts. Breaking this up into bursts where we studied, we checked for understanding, and then applied the information to our own artwork was helpful to accomodate students with disabilities, such as those with ADHD who had a hard time with engagement.
2. A particular student who comes to mind is one who had an emotional/behavioral disability. If she made a "mistake" in her artwork (what she perceived to be wrong) she would completely shut down and sometimes have violent tendencies. A peer partner proved to be a positive accomodation for her as they provided encouragement and reiterated skills we had learned in the lesson. She also benefited from one-on-one instruction for me; I showed her a visual card I have of all of the different ways that you can fix a "mistake" and encouraged her that there really are no mistakes as everyone has a different style they create in. She responded positively to these changes and has come to me to show me how she fixes her mistakes now.
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Rebecca Gilmartin Posts: 3
6/6/2021
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I have implemented adaptive assessments by using extended time and use of multiple presentation. During a formative assessment of a lesson, I use the exit ticket strategy, but adapt for ESE students by creating a multiple choice response. In addition choices are individually read to student. Using this strategy is helpful in assessing understanding. This can be used for understanding of proper use of materials, elements and principles of art, and artists presented in lessons.
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Greta Mosteller Posts: 3
6/9/2021
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An alternative/adapted assessment that was developed for one of my students in 7th grade art was great. The teacher specifically reached out to me for help to develop an alternative way to check for understanding of the principals of art. The general education peers of the student completed a simple paper copy multiple choice and short answer response test while my student matched printed out (index card sized) visual representations/copies of works of art and matched them to their "definition" to answer about the most prominent principals of art present in the work of art.
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Greta Mosteller
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Becky Donohue Posts: 3
6/10/2021
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Many of my students require directions to be repeated, clarified and checked for understanding. I find that this not only benefits my students with IEPs but also helps reinforce directions for all students.
One method of alternate assessment that benefited a previous student was to present his answers in the form of a class presentation rather than written responses. Although he was below grade level in reading and writing skills, he knew the information and was able to verbalize his answers. You could see the stress come off his shoulders as he realized he would be assessed in a formate he felt more comfortable in completing.
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Sharonbeharry Posts: 1
6/11/2021
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Adaptive assessment is necessary and beneficial in the classroom for students with disabilities. For example, in a fine arts classroom, adaptive assessment can provide each student with an individual test. A computer-adaptive test would be ideal for students with disabilities. Students will answer questions that are suited for them, prevents frustration, and aids in test taking. Adaptive assessments can help determine strengths and weakness that needs to be addressed. By doing so, the students can improve their chances of success. As a teacher, it is imperative to use adaptive assessment especially with disabled students.
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Eunice Park Posts: 3
6/13/2021
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I have a kindergarten student with ASD who has difficulty following along during projects that are more restricted to drawing or painting. On a lesson that required students to show demonstration of understanding the concept of symmetry, it was open for students to build with foam shapes and create a symmetrical piece instead of the monoprint painting. The assessment was adapted for students to choose how they could show their learning of symmetry.
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Jodi McLeod Posts: 3
6/21/2021
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I teach a few ebd classes which are self contained, and I have adapted my assessments for them in my presentation (shorter instruction time), responding time for students (more time for question/answer before starting the art project), Setting (students are spaced farther from each other to feel more comfortable in their creative thoughts along with lots of interaction from me to show them I care about their creativity) and scheduling (I give them frequent feedback on how much time they have left in class, and address the fact that they will be able to work on this art project again during the next scheduled art class if they need more time.)
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Nancy Hatch Posts: 4
6/28/2021
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I adapted this technique early on because it allows me to understand the level of art knowledge my kids come with and what they leave with from the lesson taught. I call it the entry and exit slip assessment to gain an understanding of what my students knew before the lesson and what they knew after. The students can write down what they know (when the question is given), and what they learned, they can come to individually to personally tell me their response (as I record it in my planner), OR they have the option to draw their response. Many kids love to draw their response, so they can compare their before and after. There was this 1st grade student with a speech impairment and she loved to draw, but was shy to speak because of her speech impairment. However, the one thing she learned real fast, is that she can communicate through drawings and didn't have to speak. This made her feel engaged in what was expected of her and an opportunity to use image instead of text to communicate with her peers. I made the entry slip either an individual activity or a group activity and when it came to the group activity, it allowed this 1st grader to draw her knowledge about the subject to the group. However, the 1st grader had to use some speech to communicate, but she was able to say much more through her drawings. This also gave me a better understanding of her by doing a pre and post assesment.
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Nancy Hatch Posts: 4
6/28/2021
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I adapted this technique early on because it allows me to understand the level of art knowledge my kids come with and what they leave with from the lesson taught. I call it the entry and exit slip assessment to gain an understanding of what my students knew before the lesson and what they knew after. The students can write down what they know (when the question is given), and what they learned, they can come to individually to personally tell me their response (as I record it in my planner), OR they have the option to draw their response. Many kids love to draw their response, so they can compare their before and after. There was this 1st grade student with a speech impairment and she loved to draw, but was shy to speak because of her speech impairment. However, the one thing she learned real fast, is that she can communicate through drawings and didn't have to speak. This made her feel engaged in what was expected of her and an opportunity to use image instead of text to communicate with her peers. I made the entry slip either an individual activity or a group activity and when it came to the group activity, it allowed this 1st grader to draw her knowledge about the subject to the group. However, the 1st grader had to use some speech to communicate, but she was able to say much more through her drawings. This also gave me a better understanding of her by doing a pre and post assesment.
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Joanne Przybylowicz Posts: 3
7/16/2021
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
Having several students with ADHD, I decided to change my assessment process and create a quiz that was more interactive. After completing a lesson I allowed all students to create a short Spark video answering the questions at the end of the lesson. I set up several stations around the art room. Students would go to the station and read the question. All students had a partner. They would answer the question in a video format on Spark. After they go around the room and answer all the questions that could add visuals to the video to help explain their reasoning. This was a great way to assess students' comprehension of the lesson.
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Traci Hochstetter Posts: 3
7/23/2021
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I have a student with ADHD (many actually) but particular student was a kindergartner this past year and really struggled until they diagnosed him. Most of us teachers were already aware of many of his actions being characteristic of this disability. As I got to know him better, I was able to understand his likes/dislikes and terms of motivation or triggers for his behaviors. He had a special seat where he could get my attention if needed with disrupting others. He needed lot of encouragement because if he gets discouraged his begins to act out for attention. I found that often showing his work and others who were being successful helped to boost their confidence and then focuses more on the tasks at hand rather than wanting to get attention other ways.
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Amy Moskowitz Posts: 3
7/26/2021
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
In my classroom I assess both mainstream students and students with disabilities both the same. I create a rubric which is based off of the given guidelines and directions for the assignment/project. I generally review with each class at the beginning of each class and go over what was taught or expected and then answer any questions regarding it. I also walk around the room monitoring and assisting anyone who needs any further or additional help with it. once the work is completed, I then collect it and assess it based off of the rubric in which was created for assessing it.
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Allison Lopes Posts: 3
7/30/2021
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Think of a 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 learning. Share your response in the threaded discussion.
I generally grade our art projects based a rubric which would assess whether or not the students learned the expected art skills for the assignment. Last school year, I had a fourth grade student with an Emotional/Behavioral disability. I used a different rubric for him with more emphasis on his behavior and effort rather than on solely the particular art skills he gained throughout the project.
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Hadley Muller Posts: 1
8/14/2021
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I had a student in my class that was 80% deaf. She did have have hearing aids but did better reading lips or reading instructions. For intro and exit quizzes in Art (they were one question upon entering and exiting the classroom each week), I would normally only ask the questions orally to students and they would write their answers on a notecard. For this student, I strategically placed her seat up front close to me and the white board and would write the entrance and exit questions for her and it seemed to help a lot!
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Katherine Hicks Posts: 3
9/2/2021
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I have a student who has behavioral needs and who get angry when they make a mistake. This was becoming an issue when they would think they would mess up their artwork we were creating. By having a part on the rubric focusing on process rather than result (did they try their best vs. does it look good), their attention becomes based more on that.
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Sharon Richmond Posts: 3
9/8/2021
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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 used an iPad with the magnification accessibility function to assess students with visual impairments.
- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
For children with attention and impulsivity difficulties, I often use repetition of information and directions, clarify directions, active student involvement, and verbal encouragement. Repetition of information and directions ensures the student has at least heard the information/directions once of not more than once. Clarifying the directions, makes sure the student understands the directions. Sometimes I have them explain the directions or concepts in their own words so I know that they got it. Active student involvement during a lesson allows for the student to assist in the demonstration of the activity or actively participate in the lesson presentation, allowing for the student to be actively attending to what is being taught. By using verbal encouragement, the students are given cues or encouraged to stay on task or keep up the good work, which assures that they are not zoning out and leave the class with their work incomplete.
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Sunni Myers Posts: 3
9/9/2021
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
One type of accommodation that could be given to students with intellectual disability is that of curriculum modifications. For instance, I have had several students working below grade level and are on access points, these students are unable to work at the same grade level developmentally as their peers. Therefore, I would modify their project outcomes to better suit their developmental stage and ability to use tools. Their physical product of artwork would be an acceptable use of an assessment to their skills. A type of assessment accommodation that could be used for students with disabilities is an exit ticket. Exit tickets are easy and quick ways to assess learning of students, this could be done orally as well as written.
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Jennifer Harper Posts: 3
9/12/2021
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One students disability caused obsessive and heightened sensitivity to perfection, materials, and actual change. This student had a difficult time managing their emotions and outburst in the classroom during instruction. In accordance with their IEP, I used a rubric checklist that the student could rate their work ethic, behavior, and ability to complete the lesson. Access points from the Big Idea were focused in on to be more specific to validate that the student was still obtaining the main of objective of the lesson.
I have 2 students that have OTI disabilities and verbal communication (response card communication to verify their understanding). I will have these students point to me on their work specific elements that they have used or tried to achieve on their artwork.
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