A6: Expert feedback | Design Principles Documentation Project

Expert feedback:

Involve experts to provide guidance and feedback on the learning process as it happens, guiding learners toward system objectives.=

For more ways badge systems have used formative function please see the following page: peer feedback.

LevelUp

Posted on May 14, 2014 by Nate Otto — No Comments ↓

The badging initiative LevelUp is the result of a partnership between Adams County District 50, EffectiveSC, and Intific. LevelUp is a web-based platform for students to map the progression of their learning experiences on their own, personal competency map, with the capacity to take effect across systems and institutions, including “K-12 schools, colleges, extra-curricular activities, or job training”

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R3: Have experts issue badges R9: Award formal academic credit for badges	A2: Enhance validity with expert judgment A3: Align assessments to standards A6: Use formative functions of assessment A10: Involve students at a granular level	M1: Provide incentives M3: Engage with the community M5: Build outside value for badges M7: Set goals M11: Stimulate competition

PBS News Hour Student Reporting Labs

Posted on August 15, 2014 by Nate Otto — No Comments ↓

Student Reporting Labs is a educational program offered by PBS News Hour in which participating high school teachers offer their students the opportunity to write and record a story about their community with the chance of getting it broadcast on local or national television.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R3: Have experts issue badges R6: Use badges as external communication of learning R8: Recognize educator learning R10: Promote discovery	A1: Use leveled badge systems A2: Enhance validity with expert judgment A3: Align assessments to standards A5: Use e-portfolios A6: Use formative functions of assessment	M1: Provide incentives M2: Recognize identities M4: Display badges to the public M5: Build outside value for badges M7: Set goals M11: Stimulate competition	S2: Improve badge impact

Recognizing Learning across Contexts: SA&FS

Posted on March 20, 2014 by Nate Otto — No Comments ↓

Badges allow recognition of learning that occurs across contexts, but this presents challenges for assessment. This case study details how UC Davis’ Sustainable Agriculture & Food Systems program is designing an assessment system to match the ambitious goal of recognizing learning that students build up over many experiences in different contexts.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R2: Align badges to standards	A2: Enhance validity with expert judgment A3: Align assessments to standards A5: Use e-portfolios A6: Use formative functions of assessment A9: Promote hard and soft skill sets	M8: Use different types of assessment

Who Built America Badges for History Education

Posted on May 6, 2014 by Rebecca Itow — No Comments ↓

Who Built America Badges for History Education (WBA) is a project developed by the American Social History Project (ASHP) in partnership with Electric Funstuff and Education Development Center (EDC). The project moves the face-to-face synchronous professional development for grade 7-12 history teachers that the ASHP has been conducting for over 20 years to an online asynchronous space where teachers work at their own pace and without a cohort. This has been a somewhat challenging process, but the use of leveled digital badges and formative assessments have aided in the process. WBA master history teacher badgeThere is substantial effort to build community within WBA, and teachers can build relationships beyond a small cohort. This professional development helps teachers grow in both content and pedagogy; through a series of tasks and engagement in both the community and with ASHP experts, teachers can earn the badge and title of Master History teacher.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R3: Have experts issue badges R4: Seek external backing R6: Use badges as external communication of learning R7: Determine appropriate lifespan of badges	A2: Enhance validity with expert judgment A6: Use formative functions of assessment A9: Promote hard and soft skill sets	M1: Provide incentives M2: Recognize identities M8: Use different types of assessment M6: Give badges for small accomplishments to hook in learners M11: Stimulate competition	S1: Study badge impact S2: Improve badge impact

Young Adult Library Services Association (YALSA) Preparing Librarians to Meet the Needs of 21st Century Teens

Posted on May 14, 2014 by Christine Chow — No Comments ↓

Preface The information contained in this project appendix was gathered from the original project proposal that was funded in 2012 and interviews with project leaders through the end of 2014. This appendix and the overall design principles database from the…

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R5: Recognize diverse learning R6: Use badges as external communication of learning R10: Promote discovery	A3: Align assessments to standards A6: Use formative functions of assessment A7: Use mastery learning A9: Promote hard and soft skill sets	M1: Provide incentives M4: Display badges to the public M5: Build outside value for badges	S2: Improve badge impact

Expert feedback:

LevelUp

Recognizing Learning across Contexts: SA&FS

Who Built America Badges for History Education

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