Developing

criteria for an

Open Badge

^{What can you do? What do you know?}

^{How can you use your competence?}

^{How can you show you have it?}

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Badges showcase aspects of competence:

Badge issuing platforms provide templates that guide you through the badge creating process.

Upload an image, copy and paste a few brief texts, tick some boxes.

It is really easy – once you have written down the criteria for your badge.

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Make a badge

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^{Competence ⇒}

^{Criteria ⇒}

^{Tasks ⇒}

^{Evidence ⇒}

^Assessment

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^{Step 1: Let’s talk about competence!}

• ^{What can you do?}
• ^{What do you know?}
• ^{How can you use it?}

^{Competence > Criteria > Tasks > Evidence > Assessment}

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Examples

^{Competence > Criteria > Tasks > Evidence > Assessment}

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Example of a competence description

Is able to keep her friends warm

on a cold night out in the woods.

Examples

^{Competence > Criteria > Tasks > Evidence > Assessment}

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Example of a competence description

• What competences do you have?
• What competences can participants in your organisation develop?
• Can you describe a competence in 3 sentences?

^{Competence > Criteria > Tasks > Evidence > Assessment}

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^{What are good criteria?}

• ^concrete
• ^{understandable}
• ^{manageable size and scope�}

^{Competence > Criteria > Tasks > Evidence > Assessment}

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Step 2: Let’s divide the competence into manageable sub-competences or criteria

Examples

^{Competence > Criteria > Tasks > Evidence > Assessment}

Competence: Keeping your friends warm a cold night in the woods

1. Can find a suitable place for a campside fire
2. Can chop wood
3. Can lighten the fire
4. Can keep the fire going

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Examples of criteria

Examples

^{Competence > Criteria > Tasks > Evidence > Assessment}

Evaluation Competence EQF 3

• Can identify what should be evaluated in a an adult education course or event;
• Can list different evaluation methods and tools that can be used for evaluation of an adult education course or event;
• Can plan and carry out an evaluation of an adult education course or event;

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Examples of criteria

^{Criteria to describe competence}

^{Competence > Criteria > Tasks > Evidence > Assessment}

Workshop 1:

• Choose a competence
• Brainstorm skills, knowledge, attitudes that describe it.
• Map them into groups.
• Choose a handful that together describe the competence.

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^{Criteria to describe competence}

^{Competence > Criteria > Tasks > Evidence > Assessment}

Workshop 2:

• Play with words: Describe the skills, knowledge and attitudes for volunteer youth workers, teachers, recruiters, badge earners and for potential other interested parts.

Discuss:

• How big or small should criteria be?
• How abstract or concrete?
• Should the descriptions be serious or fun?

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Step 3: Let’s find tasks to show that you fulfil the criteria

^{Competence > Criteria > Tasks > Evidence > Assessment}

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What are good tasks?

• concrete
• practical
• relevant
• realistic
• personal

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Examples

^{Competence > Criteria > Tasks > Evidence > Assessment}

Show that you can chop wood.

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Describe two methods that you often use with groups. Explain why you consider them suitable and how, when, why you use them.

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^{Examples of good tasks}

• Think of tasks for the different criteria, one each.
• How concrete and practical should the tasks be? How academic?
• How do you want to give task instructions? Like a quest? A test? A serious assignment? �

^{Competence > Criteria > Tasks > Evidence > Assessment}

Step 4: Let’s think of evidence to prove that you have carried out the tasks.

^{What is good evidence}

• ^illustrative
• ^realistic
• ^reusable
• ^shareable�

^{Competence > Criteria > Tasks > Evidence > Assessment}

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Examples

^{Competence > Criteria > Tasks > Evidence > Assessment}

��

^{Examples of good evidence}

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• Link to a video showing you chopping wood.
• Upload a picture of a piece of work you have created and comment on it.
• Link to a podcast you have produced.
• Upload/link to a blogpost about...

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• How can a badge earner show that they have carried out the tasks?
• Thinks of evidence that may work as a portfolio.
• Find ways that are relevant for real life.
• Which types of evidence are easy to share, attach and access? �

^{Competence > Criteria > Tasks > Evidence > Assessment}

Step 5: Let’s think of the best way to assess the evidence.

What is good assessment?��- transparent �- adequate for the type of badge�- adequate for the value and recognition of the badge�- affordable for the budget of the badge issuer�- sustainable – possible to use in the long run�

^{Competence > Criteria > Tasks > Evidence > Assessment}

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Find plusses and minuses with different ways of assessment: self-assessment, peer assessment, examinations…

• What is the most practical for your badge?
• What gives best recognition?
• What do you choose?�

^{Competence > Criteria > Tasks > Evidence > Assessment}

Checklist for Badge criteria

• Is there choice in tasks and evidence?
• Is it clear to an outsider what the earner of the badge had to do for it?
• Is the form of assessment adequate, affordable and sustainable?
• Is it clear to an outsider how assessment has been conducted?
• Is the tone of the description as a whole right for the target group(s) and the context? (Fun? Serious? Academic? Down to earth? A quest? A challenge? A competition?)
• Do you like your badge? Will the earners? � �

Checklist for Badge criteria

• Is the competence clear? What can you do with it?
• It is clear what knowledge, skills … make up that competence?
• Do learning objectives/sub-competences have a manageable size? Not too big, not too small.
• Do the tasks reflect the competence?
• Are the tasks realistic and taken from real life?
• Are the task instructions easy to follow?
• Is the evidence required useful for the earner rather than produced only for the badge? �

Once you’ve got the hang of it - why not create a whole system of badges

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Thank you

https://openbadge.blog/

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#OpenBadges #FolkBadge