Micro-Credentials and the Role of Evidence: Increasing the Potential for Learner-Centeredness, Inclusivity and an Expansive Model of Assessment and Credentialing

Autor/in	Reed, Anne
Titel	Micro-Credentials and the Role of Evidence: Increasing the Potential for Learner-Centeredness, Inclusivity and an Expansive Model of Assessment and Credentialing
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 5, S.401-412 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reed, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-12-2022-0228
Schlagwörter	Microcredentials; Evidence; Student Centered Learning; Inclusion; Evidence Based Practice; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Evidenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Inklusion; Schulnote; Studentische Bewertung
Abstract	Purpose: This paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive. Design/methodology/approach: This conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices. Findings: A review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature. Originality/value: This paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01