Samenvatting

This paper explores the integration of Edubadges, a form of microcredentials, within a constructionist learning environment at a higher education maker lab in the Netherlands. It examines the theoretical tension between constructionism’s emphasis on open-ended exploration and microcredentials’ focus on defined outcomes. By implementing a tiered assessment framework based on the Dreyfus model of skill acquisition, the study demonstrates how badge systems can provide scaffolding while maintaining constructionist principles of agency and creativity. The research follows an educational action research approach, analyzing implementation experiences through teacher interviews, student interactions, and artifact analysis. Findings reveal the potential of Edubadges to enhance student motivation and support lifelong learning, while highlighting challenges in technical integration, institutional recognition, and maintaining the balance between structured assessment and open-ended learning. This work contributes to the emerging discourse on innovative assessment methods by showcasing how seemingly contradictory educational philosophies can be brought into productive dialogue through thoughtful design that embeds open-endedness within credential structures.