Abstract
Although there is no globally accepted definition to guide micro-credential activity in higher education, many seek to boost the employability prospects of earners. To do this well, micro-credentials need to indicate skills and competencies. Assessment ensures those skills and competencies are verified, enabling trust and communication in the labor market. But, what type of assessment best addresses the career-oriented goals of micro-credential initiatives and learners? This study focuses on a single case in a Canadian university school of continuing education. The purpose of the case is to support practitioners and leaders through a detailed account of one approach to micro-credential program development and the context that surrounds it. The case describes a competency-based approach to micro-credentials with a focus on authentic assessment design with the goal of improving employment outcomes. Operational implications are outlined including policy development, community consultation, backward design processes, team composition, and branding.
Published Version
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