Assessing Student Performance
with Flip Video and
VoiceThread
TLT Conference
Presenters:
Suzanne Cadwell, ITS Teaching and Learning
Rob Moore, FLRC Manager
March 19, 2009
Overview
Capturing Student Performance
Pilot participants and assignments
Technologies
Work Flow
Technical Support
Lessons Learned
its.unc.edu // flrc.unc.edu
2
Capturing Student
Performance
• Observational
notetaking by the
instructor
Previous
Approach
its.unc.edu // flrc.unc.edu
Pilot
Approach
• Instructor records
students using a
video camera
• Instructor and
students review
recordings online
• Using video to record
and to review
student performance
improves an
instructor’s ability to
assess performance.
Conclusion
3
Pilot participants and
assignments
Adriana Cerami
Brandon Essary
Megan Beck
• Italian 102
(2nd semester
level)
• Oral interview
where pairs of
students are
interviewed
by instructor
• Italian 203
(3rd semester
level)
• Oral interview
with pairs of
students are
interviewed
by instructor
• French 102
(2nd semester
level)
• Skits
performed by
groups of
three to four
students
its.unc.edu // flrc.unc.edu
4
Technologies
• Flip Video
cameras,
purchased by the
Foreign Language
Resource Center
• UNC VoiceThread,
a web service for
creating and
sharing
multimedia
presentations
Recording
Distributing
its.unc.edu // flrc.unc.edu
5
Work Flow
Instructors recorded students
performances or interviews
Instructors uploaded each resulting video
to VoiceThread
• Files must be clipped if larger than 100 MB and must
be uploaded one at a time.
Instructors gave groups of students
access to their records and text feedback
• Only one instructor added informal audio comments
in VoiceThread. Course policies dictated that
instructors provide written feedback to students.
its.unc.edu // flrc.unc.edu
6
Technical Support
Production of short overview video
• http://dey110.unc.edu/flipcampilot
One-hour in person overview for instructors
Creation of a VoiceThread that demonstrated
the sharing process
One check-in email
Wrap-up meeting to review experiences
its.unc.edu // flrc.unc.edu
7
Lessons Learned
Each instructor having to upload each pair or
group’s video was time-consuming
• Distributing these tasks to the students themselves (“many
hands”) would make light work.
Recording student performance can improve
assessment of that performance
Instructor Feedback
• Megan: rather than being burdensome, the ability to view video
multiple times eased grading.
• Brandon: wished he’d given his students more-detailed rubrics so
that they could assess themselves.
• Adriana: wished there had been time to record students twice so
they could see improvement over the course of the semester.
its.unc.edu // flrc.unc.edu
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Contact Us
Suzanne Cadwell, ITS
Teaching and Learning
• [email protected]
Rob Moore, FLRC
Manager
• [email protected]
its.unc.edu // flrc.unc.edu
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