The document discusses using online tests and microcredentialing through badges to improve assessment for learning in bioscience courses. It proposes developing a series of online tests aligned to learning outcomes and using badges to encourage mastery-level learning. Students would earn badges for passing exams or completing activities at a 75% mastery level, with the goal of focusing on individual learning and making accomplishments visible. Feedback indicated students found the integrated online tests and badges intellectually stimulating and supportive of learning. While some wanted more guidance on progress, many praised the personalized feedback. The approach aimed to support deep learning over surface learning.

1. Assessment for Learning in the Biosciences
Using online tests,
and aligning them to badges
via microcredentialing
David Bryson

2. Assessment for Learning in the Biosciences
Online tests, microcredentialing and
badges
 What was the problem?
 Two linked solutions:
1. Develop series of learning outcomes linked to
online tests.
2. Use badges to encourage learning to a
mastery level.

3. Assessment for Learning in the Biosciences
How am I doing?
What are they
learning?
Class-based
learning

4. Assessment for Learning in the Biosciences
Badges signify accomplishments,
completion of a project, mastery of a
skill or marks of experience

5. Assessment for Learning in the Biosciences
Learner fulfils criteria to earn the badge by attending
classes, passing an exam or completing other activities.

6. Assessment for Learning in the Biosciences
Focus on individual students and their
learning. Making otherwise hidden
accomplishments visible.

7. Assessment for Learning in the Biosciences

8. Assessment for Learning in the Biosciences
Learning resources
About 100 questions in total
many with multiple parts100pp including: 27 Learning activity handouts

9. Assessment for Learning in the Biosciences
Tests and feedback
Quizzes that support testing and retesting to develop deep
rather than surface learning including class-based tests.
BlackBoard VLE
Grade Centre and
Achievements
Class-based
tests
Online tests

10. Assessment for Learning in the Biosciences
From learning outcomes to badges
On completion students will be able to ….....
To encourage mastery learning badge tests pass set at 75%.
Normal pass for coursework 40%

11. Assessment for Learning in the Biosciences
Badges for Levels of achievement
collected

12. Assessment for Learning in the Biosciences
Pass sheets generated
from Grade Centre
with colour coding from
online tests

13. Assessment for Learning in the Biosciences
Complete collection of all badges

14. Assessment for Learning in the Biosciences
General feedback
+Given tests online students tried to get
100% not just the mastery level of 75%.
+Students were able to take the online
tests as often as they wanted.
+The tests were linked to Coursework
marks so working on the tests also
meant they knew how they were
progressing with the learning needed for
the module.

15. Assessment for Learning in the Biosciences
Student responses to the statement
“I found the module intellectually stimulating.”
38.5
46.2
11.5
3.8 0
60.5
31.6
0 5.3
2.60
10
20
30
40
50
60
70
1 2 3 4 5
Percentage
Likert scale (1 Definitely agree through to 5 Definitely disagree)
2014 2015
Student feedback

16. Assessment for Learning in the Biosciences
Student responses to “The materials
that accompanied this course were
good at supporting my learning.”
42.3
50
7.7
0 0
65
17.5
5
10
2.5
0
10
20
30
40
50
60
70
1 2 3 4 5
Percentage
Likert Scale (1 Definitely agree through to 5 Definitely disagree)
2014 2015

17. Assessment for Learning in the Biosciences
Student response to the statement
“Overall, I am satisfied with the quality
of this module.”
28
68
4 0 0
61
22
12.2
2.4 2.40
10
20
30
40
50
60
70
80
1 2 3 4 5
Percentage
Likert Scale (1 Definitely agree through to 5 Definitely disagree)
2014 2015

18. Assessment for Learning in the Biosciences
What didn’t go well/could be improved
 Online tests
Aim is for personalized learning but some
students wanted to know how they should be
progressing by what stage in the module.
However, many praised personalization in
feedback.
 Technical
BlackBoard via SCORM not accurate!!
No access to Mozilla Backpack but University
has developed its own Badge server and quality
assurance processes for badges.

19. Assessment for Learning in the Biosciences
Useful sites
 http://www.edudemic.com/guides/the-teachers-
guide-to-badges-in-education/
 https://www.sophia.org/flipped-classroom-survey
 http://openbadges.org
 http://badges.coursesites.com
 Quizzes developed using Easygenerator
https://www.easygenerator.com

20. Assessment for Learning in the Biosciences
David Bryson
BSc(Anat) CertEd MIMI RMIP FHEA MCFS FRSB
For any further details please e-mail at
d.bryson@derby.ac.uk
http://www.cladonia.co.uk
If you want to try the same tests as
students go to http://bit.ly/1oA2V2B