A6: Peer feedback | Design Principles Documentation Project

Peer feedback:

Integrate peer-to-peer assessment to fulfill formative functions, so that learners may use feedback as they work to improve their learning.

For more ways badge systems have used formative functions of assessment, please see the following page: expert feedback.

Computer Science Student Network (CS2N)

Posted on June 18, 2015 by Joshua Quick — 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
R1: Use badges to map learning trajectory R2: Align badges to standards R4: Seek external backing R6: Use badges as external communication of learning R8: Recognize educator learning	A1: Use leveled badge systems A2: Enhance validity with expert judgment A6: Use formative functions of assessment A7: Use mastery learning	M5: Build outside value for badges M7: Set goals	S1: Study badge impact S2: Improve badge impact

Cooper-Hewitt DesignPrep Badges

Posted on August 6, 2014 by Joshua Quick — No Comments ↓

Smithsonian’s Cooper Hewitt and National Design Museum and technology partner LearningTimes proposed to build the DesignPrep badge system (which at the beginning was called Design Exchange). Their program is a digital badge system that has been integrated into Cooper-Hewitt’s DesignPrep program, which engages underserved high school students in New York City in design activities. The program provides youth the opportunity to develop design, collaboration, and presentation skills through participating in activities focused around fashion, architecture, and 3D design.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R3: Have experts issue badges R4: Seek external backing R6: Use badges as external communication of learning	A1: Use leveled badge systems A2: Enhance validity with expert judgment A6: Use formative functions of assessment A10: Involve students at a granular level	M1: Provide incentives M5: Build outside value for badges M7: Set goals M8: Use different types of assessment M6: Give badges for small accomplishments to hook in learners

Design for America (DFA): A Badge Community for Innovation

Posted on September 4, 2014 by Christine Chow — No Comments ↓

Design for America (DFA) is an interdisciplinary network of university students and community members. The project aims to create local and social impact by using the needs of the community members to guide design and interaction within the system. This Human Centered Design (HCD) approach allows the project to have a broad focus on design, while creating learning opportunities that meet specific needs of users within that broader domain. Students in the program have developed designs to conserve energy, reduce the potential of acquiring infections in hospitals, and promote reading literacy, among other topics. Founded at Northwestern University in 2009, Design for America has since expanded to other universities across the country. Currently, several studios of student teams are located nationwide, operating as extracurricular programs.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R3: Have experts issue badges	A1: Use leveled badge systems A2: Enhance validity with expert judgment A6: Use formative functions of assessment A9: Promote hard and soft skill sets	M3: Engage with the community M7: Set goals M8: Use different types of assessment	S2: Improve badge impact

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

PASA Pathways for Lifelong Learning

Posted on May 13, 2014 by Christine Chow — No Comments ↓

The Providence After School Alliance (PASA) partners with after school and extracurricular programs to offer quality learning experiences to middle and high school students. In their DML Proposal, PASA described their mission “to expand and improve quality afterschool, summer, and other expanded learning opportunities for the youth of Providence by organizing a sustainable public/private system that contributes to student success and serves as a national model” (Stage 1 DML Proposal). Specifically, PASA supports the operations and infrastructure of the local AfterZone network of organizations that administer learning experiences to middle school student and a similar network of organizations offering programs to high schoolers that includes a social and discovery-based website called The Hub.

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 R8: Recognize educator learning R9: Award formal academic credit for badges	A2: Enhance validity with expert judgment A3: Align assessments to standards A6: Use formative functions of assessment	M1: Provide incentives M5: Build outside value for badges M7: Set goals M8: Use different types of assessment M6: Give badges for small accomplishments to hook in learners	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 ↓

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

Youth Digital Filmmaker Badge System

Posted on March 27, 2014 by Nate Otto — No Comments ↓

The Youth Digital Filmmaker Badge System won a grant through the Digital Media and Learning competition to teach Philadelphia students skills involved with the various aspects of making short films and connect this content to their English/Language Arts learning. The program was designed as an Expanded Learning Opportunity (ELO) that ran outside of schools with the ability for students to receive formal “core” school credit for their work.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R2: Align badges to standards R3: Have experts issue badges R4: Seek external backing R9: Award formal academic credit for badges	A1: Use leveled badge systems A3: Align assessments to standards A6: Use formative functions of assessment A9: Promote hard and soft skill sets	M1: Provide incentives M2: Recognize identities M4: Display badges to the public M8: Use different types of assessment M11: Stimulate competition

Digital Badges are web-enabled credentials of learning or accomplishment. -Erin Knight, director of the Badge Alliance

Badges contain detailed claims about learning, links to actual evidence of learning, and they're shareable over the web. -Dan Hickey, DPD Project Lead Investigator

To me, digital badges represent the bridge between formal learning & informal structures. -Alex Halavais, DML research competition winner

Open Badges can help people tell a verifiable story about their accomplishments. -Nate Otto, DPD Project coordinator

From a post that served as core inspiration to the DPD Project:
Regardless of where you start, it’s more than likely you’ll end up somewhere other than your intended destination. That’s okay. Systems are living things, and your badge system needs to be flexible. You must embrace a bit of chaos in its design. -Carla Casilli, Director of Design + Practice at the Badge Alliance

Peer feedback:

Computer Science Student Network (CS2N)

Cooper-Hewitt DesignPrep Badges

Design for America (DFA): A Badge Community for Innovation

LevelUp

PASA Pathways for Lifelong Learning

Recognizing Learning across Contexts: SA&FS

Who Built America Badges for History Education

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