This post is cross-posted at HASTAC
by 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.
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