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Anne Kim Posts: 2
3/25/2022
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I had a student who was selectively mute. He was a bright child in the gifted program but would only speak to his family. He was a good listener and able to read so the academics and artwork weren't really difficult for him. However, when it came to discussing his projects, sharing with the class and describing his thought processes we were at an impasse. We could have let him write down what he wanted to say. Sometimes that worked but prevented him from having more spontaneous interaction with the class and instructor. He tried to speak with a trusted adult but wasn't quite ready. Instead we came up with the idea of videotaping him talking about his work. This was before camera phones and was a bit more cumbersome but it worked and allowed the teacher and the classmates to hear him talk about his work. and for the teacher to assess his progress, mastery of the art form and presentation skills. He didn't like to be present when the video was played. Fortunately, in later Elementary School he was able to overcome his mutism; his mom complained thankfully that now, he wouldn't stop talking!
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Annie Clifton Posts: 3
3/31/2022
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I have used the strategy of response cards / white boards as part of ongoing assessment in my classroom when my students learn about shapes. This allows students who are nonverbal to answer questions by giving a visual response. It allows me to assess the students ability to identify shapes, as well as their development in physically creating the shapes. Students have the option to draw the correct answer or to write it depending on their preferences and abilities.
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Pamela DeVito-Hill Posts: 3
4/1/2022
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I have used exit tickets to assess formative students learning. I used response cards for summative assessments with great success. The students love to use white boards and markers. I have used reflection sheets for summative self-evaluation, which really helps students be accountable for their work.
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Madeleine Pinaire Posts: 3
4/4/2022
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I have students use white boards to give visual answers to questions in order to judge learning as an ongoing assessment. This helps students who may have trouble writing or have low reading levels answer questions and show what they know with confidence.
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Alexis Chanhvandam Posts: 3
4/12/2022
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I have many students with disabilities, including EBD, SLD, hearing impaired, vision impaired, students with autism, etc., and therefore I am continuously implementing adapted and alternative assessments in order to meet the very diverse needs of my students. With all of my assessments and assignments, I try to minimize the "requirements" and instead give as much freedom and opportunity for students to respond in their own unique, creative ways. If the skill or concept is more difficult, I look for the bare bones of understanding and application for some students, while offering suggestions for extension and creative challenges for those who feel up to it.
I have used exit tickets on a number of occasions, which allows all students a chance for self-reflection. I frequently implement Kagan strategies, and I look for student leaders who are willing and able to assister their peers. I try to allow for flexible seating and opportunity for movement whenever possible. I keep playdough, kick bands, etc. on hand for students with sensory needs and those who need to redirect their movement.
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brenda bush Posts: 2
4/15/2022
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In the past, I had a student(s) with AD/HD. I purchased cushions for the student, so that he could sit in this seat and still move. For his assessment, I altered the objectives to what he could handle. In the end, ALL of my students loved the cushions and would get to class early to "get to use" a cushion for that period!!
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Lindsay Waguespack Posts: 2
4/19/2022
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I have serviced many students with autism that also required occupational therapy. We would meet to discuss their needs to practice gripping (like scissors, pencils, paint brushes, etc.) I purchased adaptive scissors that only require the student to squeeze in order to cut paper, instead of having to push and pull the scissors with his fingers as well as left handed scissors. OT also provided various grips for holding drawing and painting tools.
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holley driver Posts: 3
4/19/2022
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In my choral group, I have a child with severe anxiety disorder. When outlining the goals for performances and even day to day rehearsal, I am extremely careful of the verbiage I use and even facial expression. This is the first time this student has been able to participate in a choral group.
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Tanya Ashe Posts: 3
4/24/2022
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In my art class, I have had a student with a severe visual impairment. An adaptive assessment I used with this student when teaching portraiture was having the student create a self portrait by touching the features on his face and then mold with WIKI sticks to apply on paper to create the features of his face for the self portrait.
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Beth Elliston Posts: 4
4/25/2022
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In the past I had a student with a processing disorder. His accommodations allowed for questions to be read allowed and oral response. When filling out our artist's critique, I would orally ask him questions, repeat as necessary, and record his oral responses.
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Danny Street Posts: 4
5/1/2022
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I have several students that are ESL and have had to make modifications to my assessments for them. They are given more time and in some cases are given visuals on cards. Two years ago I had a student that was non-English speaking. My ongoing evaluations are all visual and the student did well, but for the Summative Assessment it was decided to administer the assessment using an aid who spoke the student's language.
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Catherine Laura Irmis Posts: 3
5/11/2022
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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 used several adaptations within my ASD classes. Pre-assesments are often used before beginning a new unit.
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Tracey Williams Posts: 3
5/14/2022
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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.
Beginning of the year I take a sample of student work for pre-assessment. One student with Autism/ADHD has trouble completing this task each year, We have used strategies like frequent breaks, extra time, and allowing for a drawing without color. Also allowing the drawing to be of a special interest instead of my prompt "Draw a picture of yourself doing something you love."
The nice thing about the special interest drawing is I will usually see the special interest in every piece of art for the rest of the year. That gives me a great way to progress monitor and see growth for EOY assessment.
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Herbert Cummings, Jr. Posts: 6
5/14/2022
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The student that I taught was hearing impaired. They could not hear well and I utilized alternative assessments in determining their progress. I helped the student read instructions on their assessments. (Shorten the instructions) Make the instructions as simple as possible) Use of more visuals rather than written material. By using more visuals, the student would understand the material better than listening to the instructor.
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Elizabeth LaViska Posts: 3
5/16/2022
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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
As with all of my students with disabilities, I assess fair and equitably. It is very important to look at the IEP/504 plans before writing the lesson plans. With every 5E lesson plan, I plan to engage my students. On some occasions, the engage portion is a pre-assessment on what they already know. For example, this last unit on life cycles, The students were asked to draw a butterfly life cycle. This gave the chance for my ESE student with DS to draw a picture and explain to me the parts. It also allowed me to assess what my deaf student knew about life cycles. Within that same unit, for the summative assessment, I had my students create a butterfly life cycle using nature. They did this in groups of 2 and were able to express what they know creatively and verbally.
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AnnRobles Posts: 3
5/18/2022
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Our third graders have an EOC for Art which has a packet and also slide show which I read aloud for the whole class. This is a help for my ELL students and also some of my readers who are 2 or more grades below reading level. My other grade levels are assessed mainly by their projects and participation. I have a 5th grade student who has severe visual impairment, but who loves to draw. His drawings are often more abstract and he likes to describe verbally what he has drawn.
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Susan Vertullo Posts: 3
5/21/2022
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I teach at a magnet school where one of the concentrations is Literacy Innovation and Dyslexia. Although everything we do in art involves lots of visual aids, assessing each student's understanding is essential. Even though the work itself seems to reflect evidence of understanding, the students sometimes can't answer direct questions about what they learned or why they are leaning it. One formative assessment that I like to use for my dyslexic students who have trouble connecting a word to a concept, is a visual rubric. On a scale of 1-4 the rubric has visual examples of what the work would look like for each level. I sometimes have the students write the number on a card, or even one the back of their work. Another way I sometimes do it is to point to each level and ask for a raise of hands from students to see where we are as a class, and what changes I need to make for the next session.
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Herbert Cummings, Jr. Posts: 6
5/21/2022
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The visually impaired student that I taught had trouble seeing written material even from close up. I had to make numerous adjustments to assure that the student was able to see and understand the material. Hands-on activities, pictures as well as diagrams were found to be beneficial in reaching my student. The hands-on activities made it easier for the student to see the material more closely. Also, in using a study guide such as the 2-column note format, it is helpful because content material is organized for study.
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Darlene Olson Posts: 3
5/22/2022
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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.
I have had a small class that is on the Autism spectrum. When they need to complete the project, some students take longer, and some are quicker. Each project is different. The TA's are also good at helping encourage students to do their best and can judge who is making an honest effort (so I know that they have tried their best). They usually have good imaginations.
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Seta Kejelian Green Posts: 4
6/13/2022
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I was long-term subbing for an Art teacher. I learned from her and applied it after that. She used to introduce the habit of journalling. The students were apprehensive at the beginning then they got into the habit of it. The first thing they used to do after coming to my class is write a journal critiquing an art piece or a picture. "Sally" was a student who struggled in expressing herself verbally. She did an amazing job in journal writing thought, and after sharing her critiques with the rest of her class, "Sally" felt more at ease with herself. And that reflected in her homeroom time, later on.
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