Digital Badges and Goal-Setting

Many schools ask students to set goals for themselves. These could be academic, career, or social goals; these could be goals for the quarter, the year, or something to be achieved before they graduate. This is a good exercise  – but to be useful, there has to be some follow-up. That is, once a student has set a goal, someone needs to check in to see if the student is following through, and taking steps towards achieving those goals.

Digital badges can be helpful here. If a student has a vague goal of wanting to get better at math, the teacher or advisor could suggest that the student work on some math-oriented badges — such as completing a project, or working on certain “math practices” like problem solving or modeling.


Similarly, a student who think she wants to pursue a career in “business,” could be directed to specific badges, such as participating in a business club / organization (like DECA, FBLA, Junior Achievement or SkillsUSA) or earning a badge through certain courses offered in the school.

The idea here presumes that the school has a set of badges in place. But even if your school is just beginning with badges, a way to follow up with student goals is to generate specific next steps that the student can take, and a timeline for those steps. As the student accomplishes them, these milestones can be displayed as completed badges.


Portfolios and report cards

For most schools, we’ve recently passed the first quarter, and the first set of report cards have gone home (or, more likely, been posted on the school’s SIS site).

Many schools have tried to figure out how to combine portfolios with traditional report cards. A portfolio has a great a deal of information about a student’s progress – which is why we’ve always called it a “richer picture” of student achievement. Report cards, though, have two things going for them — they are familiar, and they are easy to look at.

RIcher PIcture can generate reports to accompany the traditional report card, and many schools have created customized reports that fit best for their environments. Some schools list all of the graduation requirements on a report, and then summarizes the student’s progress. (For example, a student might need to submit 6 entries into a writing portfolio; the report can indicate that the student has successfully completed 4 of them) Others use a type of standards-based report card, listing all of the school’s standards, and indicating the student’s progress (using a scale such as Beginning, Developing, Secure). As schools begin to do more with digital badges, a report summarizing the progress on each badge can accompany the report card.

The key here is that the portfolio report provides an easy-to-read summary of the student’s work thus far. If it’s online, the report can include links to the student’s actual entries and the teacher assessments; but at the top level, there should be a way of getting an overview of the student’s current status.

Reflecting on reflections

Digital portfolios are often described as a collection of student work. Of course, that’s true; but it’s not quite enough of a definition. If a portfolio is just a place to store work, then the portfolio is little more than an online file cabinet.

What makes a portfolio useful as an educational tool is the fact that students can look at a body of work – and then think about what they see. Hopefully, the student starts to see growth over time; the work from the end of the year is an improvement from the work at the beginning of the year, which itself is an improvement on the year before.

Students may also start to see patterns emerge — what work was most engaging? Maybe they were the ones most related to a particular topic — any chance the student had to work his or her favorite interest into the project was the one that they spent the most time on. Maybe it’s a more subtle pattern – projects where the student got to make more choices or were asked to work with another person (be it a fellow student or a mentor) might be the ones that are most interesting.

All of which is to say that a critical component of the portfolio is the ability to reflect on the work. Taking the time to look at the portfolio components and figure out those patterns or to take note of the growth is often what makes the portfolio worthwhile.

Now, students don’t always know how to reflect on their work; I’ve seen classes where the students were whispering to each other, “what does she [the teacher] want us to say here?” In the forward march of the school year, the idea of looking back at all – let alone with a reflective viewpoint – is something that requires some practice. To that end, the question to think about for now is this: how do we help students reflect? 

Depending on the age of the student, there are prompts that can be useful to guide a reflection. .Some basic prompts might be, “what work are you particularly proud of?” or “where do you think you could have done better?” (And, of course, asking the students to articulate why they thought those things will help.)  Students can look at a set of expectations and determine which ones are represented in the portfolio, and which might be missing.

There are different techniques for deciding how often a student should reflect, and what body of work might be most useful to examine (everything from this year? everything from a certain subject?). It’s worth it, though, for schools to give students the time to complete these reflections well.