This article describes an examination of how undergraduate instructional design assistants (IDAs) scaled up an open badge system by assisting in creating open badges. External reviewers rated the open badge rubrics created by seven of these IDAs along with those created by instructors, and the results were compared by scored components as well as overall totals. Interviews were conducted with the seven IDAs, which were coded using cross-case thematic analysis. With the help of IDAs the number of badges increased without compromising the quality of the badge rubrics, as IDAs' rubrics were of quality equal to those created by instructors. Benefits experienced by IDAs included technology skills and professional growth. Several practitioner tips are provided for those wanting to employ IDAs effectively in creating open badges, including finding students with strong content expertise, creating a rigorous mentoring process that guides the IDAs in their tasks, allowing IDAs to own their badge development from beginning to end, involving the IDAs as teaching assistants so they can see the implementation of their badges, and encouraging peer collaboration among the IDAs to share best practices.