Micro-credentials offer a portfolio-based approach to learning and demonstrating competency. The score you receive on your submission is not an evaluation of you as an educator. Rather, it is an assessment of the evidence you submitted. Because the work of educators is challenging and complex, micro-credentials are correspondingly rigorous. It is not unusual to have to resubmit.
Please keep the following in mind as your approach your resubmission:
- If you have not yet met the Demonstrated proficiency level required to Earn your micro-credential, it is unlikely that you will need to re-do your entire portfolio or create a new portfolio of evidence. Most of the time, educators need only revise their submission to address parts of the rubric where they did not score Demonstrated.
- Assessors will provide written feedback that is specific, detailed, and actionable. Use this feedback to help guide your revision.
- Assessor feedback is an important part of the learning and growth that takes place when working on a micro-credential. Feedback is there to help you improve your portfolio, not to be critical.
Review the support article, “Adding Quality Evidence to a Resubmission” for helpful tips.
Additionally, please keep the following in mind as you support educators:
- Portfolio-based learning and assessment may be new for many of your participants. Stress the importance of having a growth mindset.
- Follow-up with educators who did not earn to offer support and encouragement—a small gesture can go a long way.
- Educators with access to strong support structures are more likely to succeed. Consider:
- Allocating PLC time for educators to work on their submissions (and resubmissions).
- Pairing participants with a mentor or a coach.
- Drawing from the experiences of those who have successfully Earned micro-credentials.
- Building micro-credentials into existing professional development or training structures to support ongoing learning.
Additional Best Practices:
Finally, the assessor's feedback is intended to help you resubmit successfully by addressing elements of your submission that did not meet the Demonstrated proficiency level in the rubric. It is possible for someone to submit high-quality work that does not align to or address all of the requirements or quality indicators in the Demonstrated proficiency level.
The rubric quality indicators are designed to compel you to fully articulate your teaching practice. The quality indicators request a level of detail that allows you and the assessor to share a complete understanding of the thought and intention behind your submitted evidence.