Effects of Technology Modes on Ratings of Learner Recordings

While research has investigated the effect of visuals in tests of listeningcomprehension (e.g., Suvorov, 2009; Wagner, 2008, 2010), studentrecordedvideo for oral formative assessment is relatively unexplored.In this study, I examined 15 teachers’ ratings of speech recorded by 39ESL learners to see if teachers assess speech differently depending onwhether it is presented with visuals. The learners recorded 4 speechsamples: 2 with webcams, 2 with microphones only. A third speechcondition was created by removing the video track from the webcamrecordings, resulting in 3 conditions and 6 samples for each individual.The teachers rated all 6 samples. I used repeated-measures ANOVAs todetermine whether the teachers assigned significantly different scoresbased on the speech conditions. The results showed that the teachersrated the audio stripped from the video significantly higher than thevideo/audio recordings (p = .004, d = .38). This suggests that teachersmay be biased in favor of audio-only recordings and that teachersshould not give students an option of making either an audio or videorecording for a given formative assessment. Further analyses examinedhow the students’ and teachers’ preferences for audio-only or videorecordings were related to the ratings.

Target Tracking Technology Basing on Pedestrian Video

In order to solve some high-complexity problem including traditional video tracking method, pedestrian movement shelter and calculation, target pedestrian detection technology basing on the video track is proposed. By collecting prospect of video and picture dealing technology, detecting and tracking moving target, detecting and analyzing the data of video, the result shows that this way is more accurate than traditional way and it can clearly draw the moving track of pedestrian.