Another Use for Screencasting: Exit Slips

My Physical Science students are currently working on their final exam project.  I am working on a longer post about the project itself (because I and my students have both learned so much from it), but I wanted to share one part of this project that has proven itself to be invaluable:  screencasting for feedback.  (I've given feedback to students through screencasts before as well; you can read about it here.)
When I set up this final exam project (you can check it out here), I knew that I had to hold my students accountable in some way for what they did during the class period.  Why?  Because when I did something similar at the end of first semester, I didn't check in on their progress as often as I should have--and, as a result, a lot of students didn't have a whole lot done when they needed to.  Thus, I decided to have them screencast for a minute or so at the end of each period so I could check in and see what they accomplished.  Students had the choice of using Screenr or Screencast-o-matic, and they turned in the link to their screencast in Edmodo when they were finished.  It really didn't matter which one they used to me (whichever one wasn't giving them the most headaches with Java), as long as they gave me about a minute of a verbal explanation of what they did that day along with showing me what they accomplished on screen.  I didn't require that they be very long (I have about 50 Physical Science students, so I was trying to keep this manageable for an overnight feedback task on my part), but I did require that they be specific so I could give them specific feedback.
Below is an example of a screencast from one of my students, screencasting her step-by-step solution to the problem in a mindmap that students made:
Here is another student, screencasting how he is planning on making a commercial intended to persuade his viewers that her solution is worth a shot: But I am a compulsive feedback giver (just not always giving it the right way, unfortunately), so I also started giving kids feedback on what they showed me in their screencasts in Edmodo using Edmodo's assignment comment feature.
My students were (and are still) digging it.  They like being able to log into Edmodo at the start of class, read what I wrote, and then get busy fixing and working, working and fixing. They are honoring and using the feedback I give, even if I just ask annoying questions so they figure out the direction to take their project or simply state what I don't see so they have to figure out what it is they need to include.
But I dig it too, for different reasons.  I caught on early to the students that weren't doing much in class and took care of it, because I actually got to see with my own eyeballs what they did that period on their computers.  I heard them try and talk about their presentations, and gave them feedback on their extemporaneous speaking skills.  I saw that some students tried to make a presentation crammed with text rather than make a commercial that persuades, so I pulled out a few example commercials from YouTube to show them.  ("Sell it, don't tell it!" has become my final exam battle cry.)  I stopped students from planning to just screencast their mindmaps as their commercial, and stopped others from recording themselves talking in multiple one-minute segments in WeVideo.  I noticed a huge gaping absence of science concepts, which they all should be using to support their solution in their videos--so they revisited their I can statements and the mindmaps they made where previous connections had been made without sounding like they were pelting me with lists of science stuff.  
I noticed all of what I just described from some one-minute videos.  I'd say that's a huge return on the time investment spent watching them after school every day.
I like doing this because I know where my students are at and can help them get to where they need to be, just like any other student artifact that is viewed for formative assessment purposes--this one is just visual and spoken rather then written.  I'm not doing any fixing for them; only viewing their visual evidence and giving them some verbal arrows to point them in the right direction.  
How they get to the end and what they make to show their final evidence of understanding, however, is still up to them.