Screen Recorder

Screen Recorder is a valuable tool that can support the teaching strategy of formative assessment. By using screen recording software, teachers can capture their computer screen while demonstrating concepts, explaining processes, or providing feedback on student work. This allows teachers to create instructional videos that can be shared with students for self-paced learning or used during in-class discussions. Screen recording enables teachers to provide clear and detailed explanations, ensuring that students have access to the information they need to understand and apply concepts. Additionally, screen recording allows teachers to review student work and provide personalized feedback, enhancing the formative assessment process. By leveraging screen recording, teachers can enhance their instructional practices, promote student engagement, and provide timely and targeted feedback to support student learning and growth.

BCE Due Diligence Rating

Low Risk - Use Responsibly

Year Level Suitability Rating

Developmental Considerations

Potential Uses

Screen Recorder can be used to enhance Formative Assessment in the classroom.

Self Reflection & Assessment

Students can use screen recording tools to record themselves explaining a concept or solving a problem. They can review the recording to reflect on their understanding, identify areas of strength, and pinpoint areas that need improvement. This self-assessment helps students take ownership of their learning and identify areas for growth.

Peer Feedback

Students can use screen recording tools to record their work or presentations and share them with peers for feedback. Peers can provide constructive comments and suggestions for improvement. This collaborative approach allows students to learn from each other, gain different perspectives, and refine their work based on peer feedback.

Demonstration of Learning

Students can use screen recording tools to create videos demonstrating their understanding of a concept or skill. They can explain their thought process, showcase their work, or present their findings. This allows students to showcase their learning in a dynamic and engaging way, providing evidence of their understanding.

Process Reflection & Error Analysis

Students can use screen recording tools to capture their problem-solving process and analyze their errors. They can record their screen while working through a task or solving a problem, explaining their thinking and steps along the way. Afterward, they can review the recording to identify any mistakes or misconceptions, reflect on their approach, and make adjustments for future improvement.

Process Documentation

Students can use screen recording tools to document their thought process and problem-solving strategies while working on a task. By recording their screen, students can capture their steps, decisions, and reasoning. This documentation provides evidence of their thinking and allows teachers to gain insights into their problem-solving approaches.

PHYSICAL

COGNITIVE

SENSORY

SOCIAL/EMOTIONAL

Accessibility Features

Switch Control: Apple's Screen Recorder supports Switch Control, allowing individuals with physical disabilities to control the screen recording function using external switches or assistive devices.

AssistiveTouch: AssistiveTouch provides customizable on-screen controls, enabling individuals with physical disabilities to access the screen recording feature without the need for physical buttons or gestures.

Voice Control: Voice Control allows individuals with physical disabilities to control the screen recording function using voice commands, providing an alternative input method.

Simplified Interface: Apple's Screen Recorder offers a user-friendly and intuitive interface, making it accessible for individuals with cognitive disabilities by providing a simplified and easy-to-understand recording process.

Clear Instructions: The screen recording feature includes clear instructions and prompts, ensuring that individuals with cognitive disabilities can understand and use the function effectively.

Visual Supports: Apple's Screen Recorder allows individuals with cognitive disabilities to visually follow along with the recording process, providing a clear representation of the steps involved.

Closed Captioning: Apple's Screen Recorder supports closed captioning, allowing individuals with hearing impairments or auditory processing difficulties to access recorded content with text-based captions.

Visual Customization: The screen recording feature allows for visual customization, such as adjusting color contrast or font size, to meet the needs of individuals with visual impairments or sensory disabilities.

Privacy Settings: Apple's Screen Recorder includes privacy settings that allow individuals with social/emotional disabilities to control the visibility and sharing of their recorded content, promoting a sense of comfort and security.

Flexible Timing: The screen recording feature allows individuals with social/emotional disabilities to record content at their own pace, providing flexibility and reducing potential stress or anxiety associated with time constraints.

Making Functional Adjustments

PHYSICAL ADJUSTMENTS

Alternative Input Method: If a student has difficulty using traditional input devices such as a keyboard or mouse due to a physical disability, the teacher can use a screen recorder to demonstrate alternative input methods. By recording their screen while using alternative input devices like voice recognition software, eye-tracking technology, or switch access devices, the teacher can provide guidance and support to the student, ensuring they can actively participate in the formative assessment task.

Demonstration of Adapted Tools: If a student requires adapted tools or assistive technology to complete the formative assessment task, the teacher can use a screen recorder to demonstrate how to use these tools effectively. By recording their screen while using adapted tools or assistive technology, the teacher can provide step-by-step instructions and highlight any modifications made to accommodate the student's physical disability.

Visual Instructions and Prompts: A screen recorder can be used to provide visual instructions and prompts for students with physical disabilities who may have difficulty accessing written or verbal instructions. The teacher can record their screen while providing clear and concise visual instructions, ensuring that the student can understand and follow the task requirements independently.

Flexible Timing and Pacing: For students with physical disabilities who may require additional time or have difficulty with the pace of the formative assessment task, the teacher can use a screen recorder to provide flexibility. By recording the task instructions and demonstrations, the student can access and review the content at their own pace, allowing them to complete the assessment task without feeling rushed or overwhelmed.

Accommodations for Physical Manipulation: If the formative assessment task involves physical manipulation of objects or materials that may be challenging for a student with a physical disability, the teacher can use a screen recorder to demonstrate alternative methods or adaptations. By recording their screen while showing modified techniques or using assistive devices, the teacher can provide the student with strategies to overcome physical barriers and actively engage in the assessment task.

SENSORY ADJUSTMENTS

Visual and Auditory Enhancements: A screen recorder can be used to enhance the visual and auditory aspects of the formative assessment task. The teacher can record their screen while using high contrast colors, larger fonts, or visual cues to accommodate students with visual impairments. Additionally, the teacher can provide audio descriptions or narrations to support students with hearing impairments.

Closed Captioning and Transcripts: For students with hearing impairments, the teacher can use a screen recorder to provide closed captioning or transcripts of any audio content included in the formative assessment task. By recording their screen while displaying captions or providing a transcript, the teacher ensures that students with hearing impairments can access and understand the information presented.

Tactile Supports: A screen recorder can be used to demonstrate tactile supports or adaptations for students with sensory disabilities. The teacher can record their screen while showing tactile materials, manipulatives, or alternative tools that can be used to engage students with sensory impairments. This allows the student to understand and participate in the assessment task using tactile modalities.

Alternative Input and Output Methods: Students with sensory disabilities may require alternative input or output methods to complete the formative assessment task. The teacher can use a screen recorder to demonstrate how to use alternative devices or assistive technology, such as switches, braille displays, or screen readers. By recording their screen while using these alternative methods, the teacher provides guidance and support to ensure the student can actively participate in the assessment.
Sensory Breaks and Adjustments: Students with sensory disabilities may require sensory breaks or adjustments during the formative assessment task. The teacher can use a screen recorder to demonstrate strategies for sensory breaks, such as providing visual or auditory relaxation techniques. Additionally, the teacher can record their screen while adjusting the assessment environment, such as reducing visual distractions or providing noise-canceling headphones.

COGNITIVE ADJUSTMENTS

Visual Instructions and Demonstrations: A screen recorder can be used to provide visual instructions and demonstrations for students with cognitive disabilities who may have difficulty processing or understanding written or verbal instructions. The teacher can record their screen while providing clear and concise visual instructions, ensuring that the student can comprehend and follow the task requirements independently.

Chunking and Breaking Down Tasks: For students with cognitive disabilities who may struggle with processing information or managing complex tasks, the teacher can use a screen recorder to break down the formative assessment task into smaller, more manageable chunks. By recording their screen while demonstrating each step or component of the task, the teacher can provide a clear and structured approach, helping the student navigate through the assessment task more effectively.

Visual Supports and Graphic Organizers: A screen recorder can be used to create videos that incorporate visual supports and graphic organizers. The teacher can record their screen while using visual aids, such as charts, diagrams, or graphic organizers, to present information or guide the student through the assessment task. These visual supports can enhance comprehension, organization, and cognitive processing for students with cognitive disabilities.

Repetition and Review: Students with cognitive disabilities may benefit from repeated exposure to information and opportunities for review. A screen recorder can be used to record instructional videos or demonstrations that can be accessed by the student multiple times. This allows the student to review the content at their own pace, reinforcing their understanding and providing additional practice before completing the formative assessment task.

Scaffolding and Prompts: A screen recorder can be used to provide scaffolding and prompts for students with cognitive disabilities who may require additional support. The teacher can record their screen while providing prompts, cues, or hints to guide the student through the assessment task. These scaffolds can help the student stay focused, recall information, and apply strategies to complete the task successfully.

SOCIAL/EMOTIONAL ADJUSTMENTS

Flexible Timing and Pacing: Students with social/emotional disabilities may require additional time or flexibility in completing formative assessment tasks. The teacher can use a screen recorder to record the task instructions and demonstrations, allowing the student to access and review the content at their own pace. This flexibility reduces stress and anxiety, promoting a more comfortable and conducive environment for the student to engage in the assessment.

Visual Instructions and Prompts: A screen recorder can be used to provide visual instructions and prompts for students with social/emotional disabilities who may have difficulty processing or understanding written or verbal instructions. The teacher can record their screen while providing clear and concise visual instructions, ensuring that the student can comprehend and follow the task requirements independently.

Alternative Modes of Communication: Students with social/emotional disabilities may benefit from alternative modes of communication. The teacher can use a screen recorder to demonstrate and model alternative communication methods, such as using visual aids, symbols, or digital platforms for expressing thoughts or answering questions. This allows the student to communicate their understanding and responses in a way that is comfortable and effective for them.

Self-Reflection and Self-Regulation: A screen recorder can be used to support self-reflection and self-regulation for students with social/emotional disabilities. The teacher can record their screen while providing prompts or guiding the student through reflection exercises. This allows the student to review their work, identify strengths, set goals, and develop strategies for self-regulation and emotional well-being.

Accommodations for Anxiety: Students with social/emotional disabilities may experience heightened anxiety during assessment tasks. The teacher can use a screen recorder to demonstrate accommodations, such as providing breaks, incorporating relaxation techniques, or offering visual supports to reduce anxiety. By recording their screen while implementing these accommodations, the teacher provides a supportive and inclusive environment for the student.

Support for Universal Design for Learning

Multiple Means of Representation

A screen recorder can provide multiple means of representation by capturing visual and auditory content. It allows teachers to present information in a multimodal format, incorporating visual aids, demonstrations, and audio explanations. This supports students with diverse learning styles and preferences, ensuring that they can access and comprehend the content in a way that suits their individual needs.

Multiple Means of Engagement

A screen recorder can enhance student engagement by providing options for interaction and personalization. Students can engage with the formative assessment task at their own pace, reviewing the recorded content as needed. They can also have the flexibility to choose the format or mode of engagement that best suits their preferences and needs. This promotes autonomy, motivation, and active participation in the assessment process.

Multiple Means of Expression

A screen recorder enables students to demonstrate their understanding and express their ideas using multiple means of action and expression. Students can use the screen recorder to record their own explanations, presentations, or problem-solving processes. This allows them to showcase their knowledge and skills in a way that aligns with their strengths and abilities, whether it's through verbal explanations, visual demonstrations, or a combination of both.