ASK NOT WHAT YOU CAN DO FOR BADGES; ASK WHAT BADGES CAN DO FOR YOU

Two of the most important pedagogical goals for teachers looking to develop high-quality instruction and improve student learning experiences are (a) increased student engagement and (b) the use of data to address student learning needs on-the-fly and in real-time (Ball & Forzani, 2009; Grossman, Hammerness & McDonald, 2009; Windschitl, Thompson, Braaten, & Stroupe, 2012). One way to reach them is to develop assessments (Wiliam, Lee, Harrison, & Black, 2004) that are both engaging and instructionally informative (Cooper, 2014). By engagement, we mean the extent to which a learner is attentive, interested, and curious during a learning activity in school (Fredricks, Blumenfeld, & Paris, 2004). Traditional school grades (e.g., A+, B-, C+, F) are quality assessments; a teacher can use grades as an assessment that will increase student engagement by providing recognition (e.g., an A on a report card). Assessments can also generate formative and summative feedback that informs the learners on what they still need to learn while also providing data that a teacher can act upon. For example, a quiz can let both a student and the teacher know if the learning goal has been achieved or if additional instruction is necessary. Frederiksen and Collins (1989) referred to this as an element of “transparency” for the learning and assessment process.