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Published January 23, 2017 | Multidisciplinary

AddICTive Tools for Evaluation: Audio and Video Feedback

Do red pens give you a headache? Does correcting formative tests for acquired knowledge make you dizzy? Are you looking for ways to save time…or trees? Do you want to be more efficient? Are you dreaming of pedagogically-viable strategies and techniques? Are you looking for change?

Evaluation plays a significant role in the teaching profession. Among the various facets of this important responsibility, feedback presents many challenges, and correction is sometimes considered an onerous burden or at least a less-than-inspiring task. Luckily, there is a whole array of digital methods and tools that can become your allies!

In this third part of our series of articles that accompany our In-depth Report on Evaluation and Digital Feedback, we present digital tools for providing audio and video feedback.

Audio and Video Feedback


➤ Provide feedback that is more personal, to strengthen the emotional bond
➤ Provide more accurate, complete and effective feedback
➤ Provide feedback with a meaningful impact

Feedback plays an essential role in student success, but it must be given in the right way and at the right time.

  • The Australian Society for Evidence Based Teaching explains how to give feedback to students.
  • Julie Roberge, a French teacher at Cégep André-Laurendeau, shares her expertise on correcting written productions and providing audio correction (PAREA research, Pédagogie collégiale (in French), AQPC conference). She points out that as the method can be time-consuming, it should be reserved for correction for situations where the time investment is pedagogically beneficial (2016 AQPC conference).

You will find some excellent complementary sources on correction and feedback in the References by topic section of our Report.

The Digital Correction Tools and In-Progress Assignment Monitoring articles offer strategies and resources for marking, annotating and adding comments to digital documents, so you can provide written feedback.

Audio or video feedback uses multimedia tools to provide feedback to a student or team of students about an assignment, exam results or a project. It can be audio only or audio and video combined.

To provide audio or video feedback, you produce an audio or video file for the student to access or else use remote communication tools:

  • Record your voice to produce an audio file similar to a voice-mail message
  • Film yourself to produce a video file as you talk about the corrections on a paper document
  • Use a screencast to produce a video file while you comment on and annotate content displayed on your workstation
  • Use synchronous conferencing to hold a meeting with an individual student or a group

There are lots of tools that support this strategy, and technological advancements have produced some very interesting products. For example, some mobile applications designed for sports activities can be very useful in physical education courses or for observing behaviours, actions or equipment handling (science labs, care methods, intervention techniques). The cloud also offers simple, high-performance solutions for producing and sharing audiovisual content. Some smartpens can even record a sound track.

Profweb offers a number of articles about audio or video feedback that expand on some aspects of this section. The article called Digital Resources to Provide Feedback to your Students, which explains how to insert audio comments in a PDF file using Adobe Reader, is a good case in point. There are also 2 articles that provide an example of audio feedback and an example of video feedback (in French).

Tools to consider

Audio recording tools:

  • Tools designed for audio recording:
    • On a computer: Audacity, the Windows 10 voice recorder (or Sound Recorder on Windows 7 and 8) or the Talk & Comment extension on Google Chrome
    • On a tablet or smartphone: The Apple dictaphone on iPhone, Voice Record Pro on iPad or any other similar product
  • Audio integration in office automation tools:
    • Insert an audio component in a PowerPoint slide (Insert => Audio => Record audio) or in a PDF document in Adobe Reader (Tools => Comment => Record audio comment)
    • PoodLL feedback, integrated in the Moodle Assignment activity
    • Kaizena add-on in Google Drive
  • Other peripherals: portable voice recorder (Olympus, Sony, Philips dictaphones...)

Video recording and screencast tools for video feedback:

Videoconferencing tools for virtual meetings:

Depending on the method chosen, the student may need to submit the assignment electronically.

Audio and Video Feedback
Advantages Disadvantages
More effective for connecting the rubric with the student’s work May be very time-consuming
The comments can go further than the grades and usual annotations written on a paper document (better details and more complex explanations) Rarely, if ever, saves time
The feedback has a more human aspect and offers more personal monitoring Requires a lot of patience
More meaningful impact, better at ensuring students take an interest in their weaknesses Requires finding a tool and process that suits the situation and the teacher’s personality; the strategy requires some finetuning
The students can annotate their own copy while listening to the teacher’s comments Confidentiality and longevity of the information (digital format and sharing...)
Avoids an overabundance of comments on paper documents  
Allows teacher and students to archive the feedback  

We invite you to visit our other articles in the AddICTive Tools for Evaluation series:

Click on the link to to return to the landing page for our In-Depth Report on Correction, Feedback and Evaluation: Inspiring Practices and AddICTive Tools.

Are you inspired by these possibilities? Share your discoveries with your colleagues using the Share function! If you are already using technology to support your evaluation tasks, please share your experiences with other Profweb readers in the Comments section below.

About the Author

Andréanne Turgeon She has been working as an Editor for Profweb since 2014. She holds a Bachelor's and Master's Degree in History and has worked on the design and supervision of a distance education course within this domain. Her work as an editor and participation in different college network events allows her to continuously update and enrich her technopedagogical knowledge. She enjoys lending her writing talents to teachers to help them share their innovative practices. She is particularly interested in pedagogical approaches and resources that support student success and inclusiveness.

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