This post is cross-posted at HASTACby Rebecca. C. Itow and Daniel T. Hickey
This post introduces the emerging design principles for assessing learning with digital badges. This is the second of four posts that will introduce the Design Principles Documentation Project’s (introduced in a previous post) emerging design principles around recognizing, assessing, motivating and evaluating learning.
At their core, digital badges recognize some kind of learning. But if one is going to recognize learning, there is usually some kind of assessment of that learning so that claims about learning can be substantiated by evidence. Over the course of the last year, we have tracked the way that assessment practices have unfolded across the 30 DML Badges for Lifelong Learning competition winners. We have categorized these practices into ten more general principles for assessing learning with digital badges. These principles are not presented as “best practices.” Rather, these principles are meant to represent appropriate practices that seemed to work for particular projects as they designed and refined their badge systems.