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Explore the discipline-specific AI markers, flagging specific behaviors demonstrated in video to provide faster feedback for self-reflection and elevated instructor comments.
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| Name | Description | Discipline |
|---|---|---|
| Identifies and praises the rate of lesson delivery, lesson organization, clearly stated goals and expectations, variety of activities, checking for understanding, transitions, etc. | Teacher Development | |
| Feedback on strategies and techniques teachers use to maintain an orderly and productive learning environment by promoting positive behavior and addressing disruptive actions | Teacher Development | |
| Feedback on the rate of lesson delivery, lesson organization, clearly stated goals and expectations, variety of activities, checking for understanding, transitions, etc. | Teacher Development | |
| Provide feedback for improving student engagement by: increasing passion and curiosity, scaffolding tasks, using physical movement, using a variety of mediums, good questions, etc. . | Teacher Development | |
| Identifies and praises student engaging achieved by: increasing passion and curiosity, scaffolding tasks, using physical movement, using a variety of mediums, good questions, etc. . | Teacher Development | |
| Provides feedback on active listening skills, including avoiding interruptions, repeating or paraphrasing, reflecting back to student, asking clarifying questions, showing empathy, etc. | Teacher Development | |
| Identifies and praises active listening skills, including avoiding interruptions, repeating or paraphrasing, reflecting back to student, asking clarifying questions, showing empathy, etc. | Teacher Development | |
| Identifies and praises meaningful feedback given to students by using precise and descriptive language, focusing on growth and improvement, recognizing effort and achievement, etc. | Teacher Development | |
| Generates feedback on the meaningful feedback given to students by using precise and descriptive language, focusing on growth and improvement, recognizing effort and achievement, etc. | Teacher Development | |
| Identifies and praises tailoring teaching methods and activities to cater to the diverse learning styles and needs of students within a classroom | Teacher Development | |
| Identifies and praises providing explicit, concise and unambiguous directions to students, ensuring they fully understand what is expected of them in a task | Teacher Development | |
| Feedback on tailoring teaching methods and activities to cater to the diverse learning styles and needs of students within a classroom | Teacher Development | |
| Feedback on providing explicit, concise, and unambiguous directions to students, ensuring they fully understand what is expected of them in a task | Teacher Development | |
| Feedback on teaching and reinforcing clear classroom routines and procedures | Teacher Development | |
| Identifies and praises the intentional order in which content is presented to students, building on prior knowledge and skills | Teacher Development | |
| Feedback on the intentional order in which content is presented to students, building on prior knowledge and skills. | Teacher Development | |
| Identifies and praises teaching and reinforcing clear classroom routines and procedures | Teacher Development | |
| Identifies and praises strategies and techniques teachers use to maintain an orderly and productive learning environment by promoting positive behavior and addressing disruptive actions | Teacher Development | |
| Identifies and praises a teaching technique that encourages students to think deeply and analytically by asking questions | Teacher Development | |
| Feedback on a teaching technique that encourages students to think deeply and analytically by asking questions | Teacher Development | |
| Identifies and praises the process of evaluating students' learning, understanding, and progress (formative or summative) | Teacher Development | |
| Feedback on the process of evaluating students' learning, understanding, and progress (formative or summative) | Teacher Development | |
| Identifies and praises the process of establishing a positive and trusting relationship with students, where both parties feel comfortable communicating openly. | Teacher Development | |
| Feedback on the process of establishing a positive and trusting relationship with students, where both parties feel comfortable communicating openly. | Teacher Development | |
| Generates feedback about how to better engage the audeince using techniques like hooks, sharing stories, asking questions, using authentic language, making the topic personal, etc. | Communication | |
| Identifies and praises where the audeince was well engaged by using techniques like hooks, sharing stories, asking questions, using authentic language, making the topic personal, etc. | Communication | |
| Generates feedback about how to improve clarity of the message by using techniques like structure, providing context, minimizing weak or filler words, providing examples, repetition, etc. | Communication | |
| Identifies and praises the areas that demonstrated clarity well by using techniques like structure, providing context, minimizing weak or filler words, providing examples, repetition, etc. | Communication | |
| Generates feedback about areas where more vivid language could be leveraged using techniques like figurative language and sensory language. | Communication | |
| Identifies and praises the areas that demonstrated vivid language by using techniques like figurative language and sensory language. | Communication | |
| Generates feedback for improving the relevance of the message through relevance statements, evidence, examples, personal stories, testimonials, actionable recommendations, etc. | Communication | |
| Identifies and praises the areas that demonstrated relevance of the message through relevance statements, evidence, examples, personal stories, testimonials, actionable recommendations, etc. | Communication | |
| Identifies the questions asked by the speaker in the video. | Communication | |
| Identifies the oral citations cited by the speaker. | Communication | |
| Provides feedback on the transitions that could be improved by using, review-preview, rhetorical questions, 'sign post' words, presenting the outline, referring to previous points, etc. | Communication | |
| Identifies and praises transitions were effective by using, review-preview, rhetorical questions, 'sign post' words, presenting the outline, referring to previous points, etc. | Communication | |
| Identifies the hook used and provides feedback on its effectiveness. | Communication | |
| Identify the thesis statement of the speech / presentation and provide feedback on its effectiveness. | Communication | |
| Identifies each of the major points of the presentation / speech and then provides feedback on their significance and relevance to the thesis statement. | Communication | |
| Identifies each of the major transitions of the presentation / speech and provides feedback on the logical flow. | Communication | |
| Identifies and provides feedback on the conclusion and its alignment to the thesis. | Communication | |
| Identifies and provides feedback on the exit line and it’s impact on the overall speech. | Communication | |
| Identifies and provides feedback on the rhetorical devices used in the speech / presentation. | Communication | |
| Identifies the emotional arc of the speech / presentation and provides feedback on its effectiveness. | Communication | |
| Identifies the type of organizational pattern used in the speech and provides feedback on its effectiveness. | Communication | |
| Languages: Spanish, French, German. Identifies and praises points where the speakers communicated with clarity and demonstrated an understanding of the conversation. | World Language | |
| Languages: Spanish, French, German. Identifies where the speaker could improve the clarity of the conversation. This includes giving sensical replies based on the context of the conversation. | World Language | |
| Languages: Spanish, French, German. Praises good grammar, including conjugation, reflexive pronouns, subject-verb and adjective-noun agreement, infinitives, etc. | World Language | |
| Languages: Spanish, French, German. Identifies various grammatical errors, including conjugation, reflexive pronouns, subject-verb and adjective-noun agreement, infinitives, etc. | World Language | |
| Languages: Spanish, French, German. Identifies and praises the speaker's correct verb conjugations. | World Language | |
| Languages: Spanish, French, German. Identifies areas where the speaker could improve verb conjugations. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies potential issues with how subject pronouns were used and makes suggestions for improvement. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies instances where subject pronouns were used correctly and provides positive feedback. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies potential issues with how the gender and number of the subject agrees with other words and makes suggestions for improvement. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies instances where the gender and number of the subject agrees with other words and provides positive feedback. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies potential issues with how the present tense was used and makes suggestions for improvement. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies instances where the present tense was used correctly and provides positive feedback. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies potential issues with how negation was used and makes suggestions for improvement. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies instances where negation was used correctly and provides positive feedback. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies potential issues with how prepositions were used and makes suggestions for improvement. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies instances where prepositions were used correctly and provides positive feedback. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies potential issues with how direct object pronouns were used and makes suggestions for improvement. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies instances where direct object pronouns were used correctly and provides positive feedback. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies potential issues with how questions were formed and makes suggestions for improvement. | World Language | |
| Languages Supported: Spanish, French, Italian, German. Identifies instances where questions were formed correctly and provides positive feedback. | World Language | |
| For German only. Identifies issues with how the speaker used the Nominative Case and provides suggestions for improvement. | World Language | |
| For German only. Identifies instances where the speaker accurately used the Nominative Case and provides positive feedback and encouragement. | World Language | |
| For German only. Identifies issues with how the speaker used the Accusative Case and provides suggestions for improvement. | World Language | |
| For German only. Identifies instances where the speaker accurately used the Accusative Case and provides positive feedback and encouragement. | World Language | |
| For Spanish, French, Italian and German. Identifies issues with how the speaker used the Imperative and provides suggestions for improvement. | World Language | |
| For Spanish, French, Italian and German. Identifies instances where the speaker accurately used the Imperative and provides positive feedback and encouragement. | World Language | |
| Determine if the patient's name and date of birth were verified. | Nursing Education | |
| Identify ways the nurse can improve listening and empathy. | Nursing Education | |
| Identify ways the nurse demonstrated good listening and empathy. | Nursing Education | |
| Identify ways the nurse can improve in explaining concepts. | Nursing Education | |
| Identify ways the nurse demonstrated good explaining of concepts. | Nursing Education | |
| Generates feedback about how to improve in drawing attention to differing goals between the clients involved. | Behavioral Health | |
| Generates feedback about how to improve in facilitating collaboration between client(s) and the therapist. | Behavioral Health | |
| Generates feedback about how to improve in addressing any safety concerns. | Behavioral Health | |
| Generates feedback about how to improve in facilitating equitable and inclusive discussions. | Behavioral Health | |
| Generates feedback about how to improve in describing options to navigate difficulties encountered. | Behavioral Health | |
| Generates feedback about how to improve in emphasizing the strengths of the relationship of the clients involved. | Behavioral Health | |
| Generates feedback about how to improve in drawing attention to feelings expressed by the client(s). | Behavioral Health | |
| Identifies and praises where needs were identified effectively. | Sales Training | |
| Generates feedback about how to solidify the close or commitment from the customer. | Sales Training | |
| Generates feedback about how to improve in the questions asked to identify needs. | Sales Training | |
| Identifies and praises the learner effectively solidified the close or commitment from the customer. | Sales Training | |
| Generates feedback about how to improve the approach of the message. | Sales Training | |
| Generates feedback about how to improve in overcoming the objections of the customer. | Sales Training | |
| Identifies and praises where objections were overcome effectively. | Sales Training | |
| Identifies and praises effective approach of the message. | Sales Training |
