Not all microcredentials are created equally. As UMBC continues to expand its portfolio of microcredentials, it will be important to implement a Taxonomy that reflects the variety of learning outcomes, activities, and assessments. The proposed taxonomies will help faculty and staff categorically create their microcredentials and it will help microcredential earners communicate the degree of their achievement with interested parties.
The following five (5) taxonomies were built off of the work of Braxton (2022), Camilleri, Muramatsu, & Schmidt (2022), Gaston & Van Noy (2022), and Kennesaw State University.
The taxonomies align with corresponding Bloom’s Revised Taxonomy.
Engagement Microcredential
Demonstration Methodology: Participation
Bloom’s Taxonomy Alignment: N/A
The Engagement microcredential may otherwise be known as the “Participation microcredential.” These microcredentials may incentivize or award earners who complete a task or attend an event. Additionally, these microcredentials may be helpful to award for recording and other administrative purposes. Engagement microcredentials have limited to no application outside of the UMBC community.
↗︎ Engagement Microcredential Proposal Form
Knowledge Microcredential
Demonstration Methodology: Knowledge
Bloom’s Taxonomy Alignment: Remembering & Understanding
Knowledge microcredentials build upon the earner’s prior knowledge and exposes them to new knowledge, concepts, or other practices. The time to earn this microcredential may be earned from a single event (e.g. attending a workshop, completing a module). The knowledge an earner acquires from this experience may or may not have application outside of the UMBC community. Assessments utilized for this microcredential check for remembering and understanding.
↗︎ Knowledge Microcredential Proposal Form
Proficiency Microcredential
Demonstration Methodology: Skill
Bloom’s Taxonomy Alignment: Apply & Analyze
Proficiency microcredentials demonstrate that earners acquire a new, transferable skill that has multiple applications in different contexts. Proficiency microcredentials may be earned from a singular event, but are more likely to be earned after a series of events or progress is made towards achievement over time. The assessments utilized may check for remembering or understanding, but the assessments have a more centered focus on a microcredential earner’s ability to apply and analyze concepts towards the skill they have acquired.
↗︎ Proficiency Microcredential Proposal Form
Mastery Microcredential
Demonstration Methodology: Ability
Bloom’s Taxonomy Alignment: Evaluating & Creating
Upon earning a Mastery microcredential, earners will have acquired a new ability in a specialized topic. Mastery microcredentials may take a significant amount of time to complete, up to the equivalence of a 3-credit course. Formative and summative assessments should be used throughout the learning experience for an individual to achieve the Mastery microcredential. The summative assessment will ensure that the earner is able to evaluate or create a producible artifact that can be shared or displayed to a broader audience (e.g. ePortfolio webpage, LinkedIn post).
↗︎ Mastery Microcredential Proposal Form
Meta Microcredential
Demonstration Methodology: Culmination of Knowledge, Skill, and Ability
Bloom’s Taxonomy Alignment: Culmination of Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating
Meta microcredentials are awarded upon completion of a microcredential pathway. Course credits equivalencies and learning outcome definitions for Meta microcredentials are less than a certificate program. Meta microcredentials have at least two steps or prerequisite microcredentials that compose of some combination of Knowledge, Proficiency, and Mastery microcredentials.