Steps to Designing Authentic Assessments for Students with Disabilities in Music Classes

Abstract

Classroom assessments are an opportunity to monitor student learning and in turn inform instructional decisions. Assessments also provide opportunities for students to participate in authentic music-making experiences. Using classroom music-making experiences as assessments may be particularly suitable for students with disabilities. Due to the nature of their disabilities, these students may not be able to participate in more formal types of assessments. This article includes information on authentic classroom assessments, typical accommodations used in administering tests for students with disabilities, and examples of alternative grade books that can be used in the music classroom.