EDU221StandardsJustificationStatements

Justification Statements should > describe the artifact for an audience unfamiliar with your accomplishment
 * be 2-5 sentences long
 * reflect the specifics of the standard in which you are proficient
 * explain how the artifact represents your proficiency

__Example:__ Perhaps you really "got a lot" out of the student sample and want to use it as your artifact for Standard 11.2 "Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S."

A justification statement like this: "This student sample shows that I can create an authentic learning experience for my students using technology" meets one of the 4 criteria:
 * the statement is not 2-5 sentences long, it's only 1 sentence long
 * it does not describe what a student sample is or how it's a summative assessment to a unit you've designed
 * it does not explain how the summative assessment for your unit is an authentic learning experience (just because you have one, is it a good one? why? how?)
 * //it does tell that the part of the standard you're focusing on is the authentic learning experience//

A statement like this: "This comic is a sample of what I hope my students might create as the summative assessment at the end of a unit on the Civil War and shows that I can create an authentic learning experience for my students using technology." meets two of the 4 criteria:
 * the statement is not 2-5 sentences long, it's only 1 sentence long
 * //it describes a little bit about what your student sample is and puts it in the context of a unit//
 * it does not explain how the artifact represents your proficiency
 * //it does tell that the part of the standard you're focusing on is the assessment of an authentic learning experience//

A statement like this: "This comic is a sample of what I hope my students might create as the summative assessment at the end of a unit on the Civil War. The students will have to take on the role of someone who lived through the Civil War (soldier, wife back home, brother of a soldier who stayed home,...) on a specific side (North or South) and tell their character's story of survival and the impact of the War. This shows that I can create an authentic learning experience for my students using technology." meets three of the 4 criteria:
 * //it is 2-5 sentences long//
 * //it describes what your student sample is and puts it in the context of a unit (in a much stronger way than the 2-point answer above)//
 * it does not explain how the artifact represents your proficiency
 * //it does tell that the part of the standard you're focusing on is the assessment of an authentic learning experience//

A statement like this: "This comic is a sample of what I hope my students might create as the summative assessment at the end of a unit on the Civil War. The students will have to take on the role of someone who lived through the Civil War (soldier, wife back home, brother of a soldier who stayed home,...) on a specific side (North or South) and tell their character's story of survival and the impact of the War. This shows that I can create an authentic learning experience with an assessment that targets higher order thinking skills (empathy and retelling). Because I will require students to use graphics of primary documents mixed with photos and dialogue, students will be using technology at the Modification level of the SAMR Model. I will also teach how to find copyright-free graphics and require proper citations, which will promote student learning of both the Civil War and proper use of digital tools." meets all four of the criteria
 * //it is 2-5 sentences long//
 * //it describes what your student sample is and puts it in the context of a unit//
 * //it explains your proficiency (targets higher order thinking skills, using technology at the Modification level of the SAMR Model,...)//
 * //it does tell that the part of the standard you're focusing on is the assessment of an authentic learning experience//

__What to Avoid:__
 * Avoid justification statements that sound more like a book report or a movie trailer. The purpose of the justification statement isn't to try to coerce the reader to read the artifact. Don't write this:
 * "In my blog entry, I tell of some new information I learned on how to use digital text. This is important information for me to remember."
 * "After reading chapter 2 in Wes Fryer's Playing with Media, I wrote a blog about three sites I explored related to using digital text in the classroom. There is a lot to know about digital text."
 * Avoid clichés and long-winded phrases that don't say anything or just restate the standard:
 * "I can use technology to create authentic learning experiences and assess my students' learning."
 * Avoid writing in third person. This portfolio is about what YOU can do--what you have accomplished, so write in first person. Avoid sounding stuffy or preachy:
 * "All teachers must be able to engage students in exploring real-world issues and solving authentic problems using digital tools and resources. By using social media, a good teacher will capture the interest of his/her students."

__When Using the Same Artifact Twice:__ Make sure your statements are very different and reflect that specific standard. The two justification statements shouldn't have anything in common except for a mention of what the artifact is.