Multimedia are useful in both summative and formative assessments of learning. What is key is to first ensure that your use of multimedia in assessments aligns with the learning outcomes of your course. For example, General Education learning community courses have a learning outcome focused on students' demonstration of communication fluency using multiple modes of expression. The resources highlighted on this page can support students' demonstration of progress on these and other learning outcomes.
A digital portfolio is a great way to incorporate multimedia in assessments of learning near the end of the semester or at the end of a unit. Queens digital portfolio platform Portfolium is available to all students and faculty. Students can demonstrate their progress on your learning outcomes by submitting images, videos, presentations, 3D models, audio, URLs (links), text documents, pdfs, and spreadsheets. Students can submit more than one file or link. For more details, review Portfolium's current list of supported content and file submissions.
Faculty Guide to Portfolium Assignments
While you might be accustomed to asking all students to submit their work in the same format or medium, consider how you can use Portfolium or other technologies highlighted on this page to give students choice in how they demonstrate their understanding and ability to use concepts and skills developed in your course. Allowing students to express their understanding and skill in more than one mode of expression is consistent with universal design for learning and can help create inclusive learning spaces.
When developing rubrics for these assessments, make sure you are focusing on your course's learning outcomes rather than aspects of the media that are not central to your course and to your instruction. For example, if you did not provide instruction on video editing and your course is not about video editing, that would not be a major criterion in the rubric.
New! Use the "Log in with School Account" button at https://spark.adobe.com/sp/ and enter your Queens credentials (faculty or student) to use this tool for free. Adobe Spark offers easy-to-use, web-based tools for creating video stories, stand-alone webpages, presentations, and graphics. Templates and intuitive features in the web-based interface help students focus on expressing their ideas and understanding of course concepts, rather than getting bogged down in complex software. Moreover, because these tools are intuitive to use, you can offer students choices in what tool or media they use to demonstrate their understanding of course concepts and development of skills that are central to your course and its learning outcomes. Adobe Spark Apps are available for use on mobile devices.
Spark Video for Video Stories
Spark Video Tutorial
Spark Pages for Web Pages, Presentations, or Portfolios
Spark Page 1-minute Tutorial
Spark Page Tutorial
Spark Post Templates for Graphics
Spark Post Tutorial
Other multimedia tools may also be suitable, especially if your assessments and learning outcomes pertain to events occurring over time or in different locations. This guide to timeline creators highlights a range of tools that students can use to create interactive, multi-media presentations, narratives, or tours through time and space:
If you are asking students not just to submit their work as multimedia, but to view and comment on each others' work, support students in creating submissions that are accessible to other students. Common issues and ways of addressing them, such as providing videos with captions, are covered in Providing Accessible Materials.
When you use multimedia instructional materials, such as videos or recorded presentations, you can easily incorporate short quizzes with closed or open-ended questions. These can serve as knowledge checks with immediate response to the learner as formative assessment of learning. Some resources you can use for this are:
As you can see in this example, when you upload a video to Stream, you can also insert a Microsoft Quiz at a specific point in the video. Dots on the timeline signal the location of a Microsoft Form and a Microsft Quiz. With a Microsoft Quiz, you can provide the learner immediate feedback after submitting their responses. With a Microsoft Form, you cannot.
This method is good for promptly showing the learner what they have understood and what they have not. This is not an efficient method of assigning points for correct responses and integrating such grading through MyCourses.
EdPuzzle allows you to insert quizzes in either pre-existing videos (e.g., YouTube) or videos you have newly created yourself, at a specific point in the video.
Quick Guide to Using EdPuzzle
Video tutorial for EdPuzzle
Turn Videos into Quizzes with EdPuzzle (print)
When selecting or creating videos, consider how you are making the content accessible to those with disabilities. Common issues and ways of addressing them, such as using videos with captions, are covered in Providing Accessible Materials.
Available to faculty through the Digital Studio or a perpetual license can be purchased. Offers advanced editing, multilayered audio and video tracks, and interactive quizzes. You can also set up instructional sequences tailored to what a learner has understood and has not yet understood.
Quick Guide to Camtasia
Camtasia Tutorials by TechSmith
Creating Interactive Quizzes and Instructional Sequences in Camtasia
Consider how the information in the materials you author in Camtasia is accessible to those with disabilities. Common issues and ways of addressing them are covered in Providing Accessible Materials.
In MyCourses, you can incorporate other media, such as video, audio, or an image, in the question field when creating a quiz question. For example, you can paste the link to a short YouTube video that illustrates a course concept. If you want to focus students' attention on a specific point in the video, you would need to state the time-point in the question.
When selecting or creating multimedia for this purpose, consider how you are making the content accessible to those with disabilities. Common issues and ways of addressing them, such as using videos with captions, are covered in Providing Accessible Materials.
You can incorporate multimedia in discussions that you use as opportunities to provide formative feedback on students' learning. For example, you can incorporate a video in the prompt you use to begin a discussion. Alternatively, you can ask students to respond to a question by using multimedia, such as posting a video response, or posting a video that illustrates a course concept and a prose explanation of how it illustrates the course concept. Some resources you can use for this are:
Flipgrid is a video-based, asynchronous online discussion platform. Along with their video replies, students can include links to other online resources.
Flipgrid is rolling out lots of great new features from August 2020! This means that their interface and help page contents are being updated often now. Please use Flipgrid's short tutorials to access--and help your students access--the most current and accurate guidance:
In My Courses, you can insert an image, video, and/or audio in the description box of an entire discussion Forum, or in the "message" area of a post or reply. See how to use the Atto editor.
Consider how the information in images, video, and audio is accessible to those with disabilities. Common issues and ways of addressing them are covered in Providing Accessible Materials. Modeling providing accessible materials, such as videos with captions, will help students do the same in their replies.
Consider how the information in images, video, and audio is accessible to those with disabilities. Common issues and ways of addressing them are covered in Providing Accessible Materials.
Laura Lohman, PhD, SHRM-SCP, PMP
Director, Center for the Advancement of Faculty Excellence
Professor of Music