An evidence centered design approach was used to develop, implement, and assess a novel and innovative digital pipetting badge using Purdue's Passport system. Each student in a large lecture course created a video demonstrating how to use a 10 mL pipet to dispense liquid. The video was uploaded into the Passport system, which allowed instructors to give each student feedback on their pipetting technique and to either accept or deny the video. Students who had denied videos were able to use the feedback to improve their technique, reshoot the video, and upload it again for grading. Student perceptions of their knowledge, confidence, and experience pipetting were collected before and after the laboratory where the videos were created. Analysis demonstrated significant differences in student perceptions and large effect sizes. Over 90% of students correctly answered a multiple-choice item on the first exam and the final pertaining to the process of pipetting. The digital pipetting badge significantly and positively impacted classroom practices wherein the students learned to pipet more effectively and improved their knowledge, confidence, and experience in pipetting.