The way we teach and evaluate both K–12 students and K–12 educators has changed dramatically as technology has evolved over the years. The next step in this development is a process that’s been used in the high-tech world for quite some time now: micro-credentialing.
Also known as “nano-degrees,” “micro-certifications,” and “digital badges,” micro-credentials certify that those who earn them have demonstrated mastery of a small, focused, “bite-size” chunk of knowledge or skill.
Over the last year, Marzano Research has collaborated with the Wyoming Department of Education and partners to develop a sustainable, high-quality micro-credentialing system that can be implemented statewide. The department is currently designing its system to provide micro-credentials for educators but intends to start hosting micro-credential opportunities for students during the 2022/23 school year.
Although there are many opportunities for educators to earn micro-credentials (Digital Promise, BloomBoard, National Education Association), there are few programs for students to earn micro-credentials. Aurora Public Schools (APS) in Colorado has led the way by integrating digital badging into all grade levels, beginning in the 2015/16 school year. APS has successfully designed criteria and aligned the micro-credentials with content standards. APS is also developing its capacity through partnerships with local business owners who recognize micro-credentials as valuable assets for potential employees.
In collaboration with one of Colorado’s education service providers, Santa Fe Trail BOCES, Generation Schools Network has received a grant to support the development of student micro-credentials aligned with the network’s Pathway to Prosperity initiative. Marzano Research is assisting with defining and identifying critical components related to communication, responsibility, and adaptability in this project.
If you’re considering developing a micro-credentialing system for students in your district, collaboration and role clarity are key. The development and implementation of micro-credentialing systems require collaboration across three distinct roles:
- Issuer: The issuer of a micro-credential creates the opportunity for earners to document their competence in a defined skill or area of knowledge. The issuer is responsible for determining criteria for measuring mastery of the defined skill or knowledge, developing tasks that demonstrate competency, gathering and reviewing submissions from earners, and issuing a digital badge or micro-credential. In K–12 education, the issuer might be a school district or a cocurricular program.
- Recognizer: The value of a micro-credential depends on recognizers—organizations or individuals who accept and honor the micro-credential by, for example, prioritizing them during selection processes or financially rewarding earners for completion. When organizations or individuals demonstrate their belief that a micro-credential is a high-quality indicator of a person’s current skills and future success, earners find value in pursuing the micro-credential. In K–12 education, recognizers can be teachers, college admission officers, or employers.
- Earner: The earners of micro-credentials in K–12 education are students. Students complete the work and earn a micro-credential that they can then use to show mastery of a skill or area of knowledge to teachers, college admission officers, or employers. Educators also play a part in students becoming earners because they are usually aware of micro-credential opportunities and can guide students. Without this level of awareness, a micro-credentialing system will remain underused due to lack of exposure.
Strong collaboration between issuers, recognizers, and earners leads to a successful micro-credentialing system that adds value for everyone involved.
If you have questions about developing a micro-credentialing system or are interested in partnering with Marzano Research on a micro-credentialing project, reach out to me at anne.butterworth@marzanoresearch.com.
