Artefacts do not qualify as evidence on their own.
Honestly. Evidence gathering for accreditation is not just about getting artefacts (photos, lesson plans and emails) together. The assessor needs a little more than that – no matter what career stage you’re working with.
For someone to assess what your artefact shows they’re are going to need some context and some explanation to go along with it. They’re good … but they’re not psychic and, I know first hand, the importance of ensuring that they KNOW your context and are not making any assumptions from their own experiences.
Move from artefacts to Evidence WITH Artefacts with these simple steps.
In this episode, we talk about the context for your artefact, what the ingredients of that are, how the artefact itself fits into that context and what you need to do with it to make it an important piece of a successful evidence set or story of practice.
Tune in to learn why you may need to PEE all over your evidence. We’re going to use Point, Evidence, Explanation as a framework. Let’s see where the artefact fits into all that!
Your artefacts are about to find a comfy spot to sit in your evidence. You’re going to feel confident you’ve got the right one, with the right context (point) and a powerful explanation that uses the standards LIKE A BOSS. Let go!
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