Introductory Information for Judges in All Categories
Thank you for volunteering to judge! Please read this page and then click on the tabs above for
category-specific instructions.
Remember, you do not need to be a historian or have any knowledge of student topics to judge. This is the
student's day to teach you something!
The Judging Process--How it works...
category-specific instructions.
Remember, you do not need to be a historian or have any knowledge of student topics to judge. This is the
student's day to teach you something!
The Judging Process--How it works...
- Judges evaluate every project at our regional and state contests. Once evaluated, the projects are ranked to determine the top placements. The top three placements in each category and division at a regional contest advance to the state contest. The top two placements in each category and division at the state contest advance to the national contest.
- You will be working on a judging team of three judges, and assigned to one specific category. One of the judges on your team will be designated team captain and is responsible for guiding the team in accomplishing the necessary tasks. Every team has at least one judge who has participated before.
- Websites and papers are previewed by judges before the contest, although interviews will be conducted at the contest. All other projects are judged live at the contest.
- Judges meet before the contest begins for coffee/snacks, to meet their teams, and to review procedures. Judges will be given their room assignments, schedules and note takers.
- Judges then go to their assigned rooms where they stay for the morning, and evaluate about 8-10 projects. Exhibit judges will have about an hour without students present to review the assigned projects before interviewing their students.
- Students are scheduled for specific interview times and to specific judging teams. They present and/or are interviewed on their projects by the judges at their assigned times. The interviews immediately follow. Judges fill out evaluation notes during each presentation.
- Once first round judging is completed, all judges adjourn to a meeting place for lunch where you will:
-Review your notes.
-Come to a consensus and fill out one evaluation form for each project with constructive comments that will be given back to the student(s).
-Rank the projects in your group to determine which projects will proceed to final (afternoon) rounds - Only final rounds judges will have assignments after lunch.
- Most contests hold an Awards Ceremony in the afternoon. Judges are encouraged to stay for this celebration
Evaluating Projects--What Judges Look For:
We have eleven regions across Colorado that participate in History Day. Our students come from all walks of life, including some English Language Learners. You will see obvious variations in the quality and presentation of student projects, but please remember that the Historical Quality should be your biggest concern in this contest. As you will see on your forms, the judging criteria breaks down into the following percentages:
- Historical Quality (60%)
Students should present an argument or thesis, and provide primary source
evidence to support that thesis. Look at their annotated bibliographies to see
what sources they used. Does the student prove his/her point? Is the project
historically accurate and presented in historical context? It should not simply
recount facts but interpret and analyze them, as well as demonstrating
historical significance.
- Relationship to the Theme (20%)
The theme is for 2017 is "Taking a Stand in History". Students must clearly relate their topic and thesis to the annual theme. Click here to see the theme sheet that the students receive at the beginning of their research process.
- Clarity of Presentation (20%)
This relates to the project's quality and overall appearance. Is the project
well organized and logical? It should be visually appealing. Are citations used
properly? Is the project's grammar correct? Are all words spelled correctly?
This is where creativity is evaluated, but be careful not to be swayed by the
glitz. The historical content is most important.
- The Interview (0%)
All students are interviewed by judges, but the interview is not included
in your evaluation of a project. The purpose of the interview is to get to know the student(s) and learn more about what went into the
development of the projects.
As you meet with students:
Be consistent. Greet all students the same way and ask similar questions about each entry.
Be aware of your bias related to particular topics.
Stick to the schedule as much as possible.
Remember that this is the students' day! Let them teach you and give them the opportunity to
explain what they have done.
Do not share comments verbally. Don't tell the students who the winners are or indicate that you believe they'll win.
Most Importantly: Do not discuss the projects in front of students, parents, and teachers! Most categories will have spectators who will be watching you. Hold all of your discussions and opinions about the projects/students until you return to the judging room.
Be consistent. Greet all students the same way and ask similar questions about each entry.
Be aware of your bias related to particular topics.
Stick to the schedule as much as possible.
Remember that this is the students' day! Let them teach you and give them the opportunity to
explain what they have done.
Do not share comments verbally. Don't tell the students who the winners are or indicate that you believe they'll win.
Most Importantly: Do not discuss the projects in front of students, parents, and teachers! Most categories will have spectators who will be watching you. Hold all of your discussions and opinions about the projects/students until you return to the judging room.
Commenting on Student Work
You and your team will fill out a judging evaluation form for each project that will be given back to students after the contest. Students will review your comments very carefully as they try to understand why you did or did not advance their entry. Be careful and thoughtful when filling out the forms: Students who receive all "superior" marks and do not win, need to understand why they didn't win. Help them by writing clear, unambiguous and constructive comments. When deliberating, try to reach consensus so that students receive a clear message.
Constructive comments are essential for two reasons:
1) Winners will continue to work and improve upon their projects before the next contest.
2) Students need to know why they did or did not win so that they can/will be motivated for the following year.
Remember:
You and your team will fill out a judging evaluation form for each project that will be given back to students after the contest. Students will review your comments very carefully as they try to understand why you did or did not advance their entry. Be careful and thoughtful when filling out the forms: Students who receive all "superior" marks and do not win, need to understand why they didn't win. Help them by writing clear, unambiguous and constructive comments. When deliberating, try to reach consensus so that students receive a clear message.
Constructive comments are essential for two reasons:
1) Winners will continue to work and improve upon their projects before the next contest.
2) Students need to know why they did or did not win so that they can/will be motivated for the following year.
Remember:
- Students and teachers will read your evaluations! Your comments must be constructive and positive.
- You are evaluating the work of young students. Expect quality, but do not hold them to college or graduate student standards.
- Do not make negative comments (i.e. "You're not going to win." "Why did you even enter this contest?" "Your project was the worst one that I saw all day!"). Be careful how you phrase your comments.
- Don't be overly optimistic or positive either. (i.e. "Your project is definitely going to nationals.")
- It’s your job to inform them – in a constructive and positive manner – how they can improve so they can be more successful next time.
- Your goal is for the students to understand why you evaluated their work the way you did.