Assessment Examples for Digital Badges

Use the following assessment examples to help you complete the Digital Badge Proposal Form.

Assessment Type

When to Use It

Reflective essay Essays encourage self-reflection and are often paired with a prompt; a scoring rubric is commonly associated
Quiz Useful for producing quantitative evidence of learner knowledge; questions can be specific or generalized
Role-playing
scenarios
To demonstrate skill acquisition in a qualitative way; great for problem-solving
Focused listing Focused listings are great follow ups to short presentations during which participants are asked to absorb information that is new and that is vital to the discussion to follow; demonstrates learning of key concepts
Concept mapping This activity provides an observable action of the student’s patterns of understanding related to a central idea or concept
Pre-/Post-Test This type of assessment shows the change in learner ability over time
Performance evaluation Useful for assessing internship and externship opportunities; completed by off-site supervisor
Portfolio review Provides overview of student skills; can be useful if you have many analog/printed materials
Final presentations Provide an opportunity for student to synthesize learning; may also demonstrate speaking skills

Recommendations

  • Use a rubric, and let learners know up front how they will be assessed. Rubrics provide an expected performance target and describe what an ideal assignment looks like.
  • Design clear questions. Essay prompts can give more creativity in how they express their knowledge while still providing guidance.
  • Effective assessments give students the chance to reflect on their total experience, making connections between content, so assess comprehensively.
  • Make clear from the beginning what the parameters for assessment are, including the who, what, when, where, why, and how of it all.
  • Consider who will evaluate skill acquisition. Instructors or program facilitators may be best if evaluation requires knowing the learner closely. If appropriate, consider blind review, including evaluators external to your department.