Why digital profiles could more accurately reflect students’ achievements

Having recently attended the School Leaders Scotland (SLS) annual conference in Aberdeen, it is evident that Scottish education stands on the cusp of transformative change.
Following the qualifications and assessment review led by Professor Louise Hayward, there is an opportunity to redefine how students’ achievements are evidenced - through, for example, digital learner profiles that can map a wider range of activities. This could position Scotland as a pioneer in education innovation, while helping align education with the demands of the 21st century.
The evolving nature of skills in driving economic growth and productivity demands a shift from traditional academic assessments toward more flexible, skills-based recognition methods. The McKinsey Global Institute 2030 forecast highlights that skills needed in the workforce are diverging significantly from those traditionally emphasised by academic credentials.
‘Mismatch’ between students’ skills and jobs market
Similarly, the Organisation for Economic Cooperation and Development’s report Getting Skills Right states that globalisation and technological advancements have dramatically altered skills requirements, creating a mismatch between educational outputs and labour-market needs.
One critical emerging question is whether exam-based education outcomes require a complete curriculum overhaul or a more subtle evolution. A modernised approach to evidencing student outcomes could allow educational systems to better capture students’ diverse talents and skills.
The current reliance on sit-down exams provides a measure of academic understanding, but falls short in assessing a broader spectrum of skills such as creativity, problem solving and collaboration - skills increasingly critical in the modern workforce.
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The rise of digital credentials, including digital badges, could complement traditional methods of assessing and evidencing students’ achievements. A 2023 study by the edtech bodies 1EdTech and Credential Engine revealed a 73 per cent increase in digital badge usage globally since 2020, largely due to their convenience and visibility on platforms such as LinkedIn.
The issue with platforms such as LinkedIn is that, as a business network, teenage students are not typically using it. The question is, where can they host their digital badges unless there is a student equivalent of a LinkedIn-style record of achievement?
Digital badges differ from traditional qualifications in several ways:
- Comprehensive skill mapping: each badge can detail the specific skills and knowledge demonstrated by the recipient.
- Enhanced accessibility: digital badges are easily shareable.
- Adaptability: badges can represent a wide array of competencies and talents, from technical skills to soft skills.
Digital solutions for both education and workplaces
Digital credentials, then, are not only a powerful tool for education, they also align closely with the labour market’s demands: employers increasingly value demonstrable skills and clear evidence of proficiency.
SLS general secretary Graham Hutton said recently that the Hayward review “has enabled Scotland to identify some key areas of innovation for Scottish education”, with the conference in Aberdeen being “an exciting opportunity” to see potential solutions from companies such as our own.
By looking beyond exams to adopt digital credentials, the education system can cultivate a more inclusive and equitable environment, where diverse talents are recognised and celebrated.
Such innovations promise not only to address mismatches between education and workforce needs but also to prepare young people for an interconnected, technology-driven world.
Ben Mason is founder and CEO of Globalbridge, a digital learner-profile platform that aims to show what students can do beyond exam-based attainment. In November he ran a workshop for delegates at the School Leaders Scotland conference in Aberdeen
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