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Next Steps/Future Direction of the Research 

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Next Steps/Future Direction of the Research 

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As badge systems become more accepted, more and more

issuers and endorsers will emerge, including public and private schools. Ongoing work must be done to validate badges

to ensure consistency and implementation fidelity.

Badges represent an opportunity for educational systems to

rethink what is of value and recognize progress in important areas that could be reported but most often are not. They  support  lifelong  learning,  not  just  through  traditional  academic  or  formalized  learning  pathways but also the kind of knowledge that comes from personal initiative  and  investigation.  If  badges  are  able  to  widely  establish

themselves as trusted credentials, they could help people plot

their  own  path  to  learning,  pursuing  projects  and experiences  they feel are worthwhile.

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Digital badges are an assessment and credentialing mechanism that is housed and managed online. Badges are designed to make visible and validate learning in both formal and informal settings, and hold the potential to help transform where and how learning is valued.

Grades- Traditionally, the grades are A, B, C, D, E and F — A being the highest and F indicating failure, the lowest. Numeric to letter grade conversions vary by school district, academic discipline, and year of school. Grade point average ranges standardized test scores and other native systems of measuring academic excellence can be used. A corresponds to "mastery" or "excellence", B to "good", a C is "acceptable" or "average", a D is "poor", and an F is "unacceptable" or "failing".

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Since badging is a newer concept there is not as much available research as there may be with more traditional topics. A Google search of "elementary badges" yields only 325,000 results. While some classroom teachers have begun to experiment with badging, here are very few schools who have implemented a badging system. My research looks primarily at the elementary level, and many districts chose to begin with the secondary level, adding to the lack of research in my specific area.

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º To what extent are traditional grading and progress reporting systems adequate to reflect the complex curriculum now being delivered to elementary school       students?

º How can badging provide a viable option for elementary school teachers when considering a replacement for traditional grading systems?

º How can professional development in the area of assessment and progress        reporting improve student achievement at the elementary level?

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Problem Statement: Traditional progress reporting in elementary schools has  included letter grades, checkmarks, or percentages, but since very little professional development time is spent on the implementation of these practices, a wide-range of interpretation exists among teachers, parents, students, and others (ie:  receiving schools) concerning how to interpret overall student ability based upon these grades. This disparity varies so greatly that new grading methods should be used  in order to better communicate the skills a student may possess.

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Badging is a viable alternative to replace traditional grading, one  that  places the focus on  individual  students  and  their  learning accomplishments.

For students, a collection of badges can eventually serve as a portfolio that may be accessible from social media sites. When badges serve as part of a resume or portfolio, they give a more detailed story about the

projects and activities that define a student’s learning, including

both the hard and soft skills that were acquired.

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Today’s students rapidly develop skills through self-directed activities both in and out of the classroom. Interest-based projects, self-directed information-gathering and community participation can be excellent sources of learning, especially in terms of newer, digital skills. This research takes a look at elementary grading practices and progress reporting, with an emphasis on badging as a viable alternative to replace traditional letter and percentage grades.

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Progress reporting at the elementary level has remained vastly unchanged for over a century, even though schools, curriculum, and students look nothing like those of yesteryear. Today’s workforce no longer calls for high-school graduates equipped to complete rudimentary tasks and follow simple instructions. In addition to being armed with a strong set of academic skills, a technology background, and the ability to communicate, students must possess strong problem solving ability, creativity, and the ability to work as a team. Letter and percentage grades are not appropriate progress reporting tools for such complex skills. Badges and micro-credentials allow students to earn achievements incrementally for academic progress and interpersonal developments.

Badges tap into the same psychological aspects that make gaming addictive; the desire to “level-up” adds much needed motivation to the educational setting and is a concept familiar to children even as young as pre-school age. Badges are easier to understand than percentages for young children, and more meaningful than letter grades. A relatively new idea, this innovation holds exciting possibilities for schools who are committed to preparing students for a future we can scarcely even imagine. Badges offer an opportunity to reevaluate grades and credentials, expanding their role by making otherwise hidden accomplishments visible.

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Jennifer Meliton
Elizabeth Forward School District
Drexel University Doctoral Program