When submitting your micro-credential to earn, whether it is your first submission or resubmission, it is helpful to think of your micro-credential submission as a portfolio of evidence.
A portfolio of evidence is a digital showcase of your skills and accomplishments, tailored for the specific competency that you are demonstrating within the micro-credential. It should include real examples of work you've completed and projects you are currently implementing that show and highlight the competency.
Below are a few tips on creating quality evidence that will help you earn your micro-credential.
1. Put yourself in the shoes of the person assessing your submission.
Assessors only have the evidence you provide and the micro-credential content (the requirements and rubrics) to assess your evidence. Define acronyms and provide additional context that might be helpful for an assessor.
2. Create a portfolio of evidence that is clear, organized, and aligned.
Align your portfolio of evidence to the ‘Demonstrated’ proficiency level in the rubrics, and also review against the ‘Progressing’ and ‘Not Met’.
Label your evidence and how it aligns concretely to the rubrics. Use the quality indicators from the Demonstrated proficiency as part of your annotation to help describe your evidence to the assessor (i.e. this document shows X, my red annotations show Y, etc.).
Formatting can make a difference - use bullet points, headers, bolded, etc. Use tables, charts, etc. You are welcome to upload a pdf of your written work or use the BloomBoard workspace.
Lastly, there is no need to provide extra evidence, more is not always better. More evidence can actually cause confusion for assessors.
3. Organize your evidence to self-assess.
Formatting and clear annotations will not only make it easier for the assessor to score your submission, but it will be a great way to self-assess to ensure you've met all the rubric criteria!
4. Make your thinking clear with annotations.
Annotation Sentence Starters:
- I chose this example because…it reflects (competency indicator)…by (explanation)...
- These results demonstrate...
- This example shows…
- This process makes me think about…
- As I reflect upon...I realized that...
Formatting Video Annotations:
- Timestamp: Use a range of time that captures the action identified. For example, 7:45 - 8:03.
- Tag: Tag only one (1) Competency Indicator at a time. For example, "In the video, the coach asks at least two (2) probing questions to ensure the teacher is able to see the gap between their current practice and the student-centered objective (See It, Name It)."
- Annotation: Describe what you do, say, or are thinking that demonstrates the competency indicator. For example, In the video you can hear me ask a probing question "what do you see is the gap between the exemplar and what I observed in your classroom?"