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JUDGING CRITERIA

JUDGING CRITERIA. Allan Blacksheep, Senior Education Specialist, Department of Diné Education The Navajo Nation. 1. SCIENTIFIC INVESTIGATION . The study was well thought out and the student showed initiative in thought and design. The purpose for doing the study was well defined.

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JUDGING CRITERIA

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  1. JUDGING CRITERIA Allan Blacksheep, Senior Education Specialist, Department of Diné Education The Navajo Nation

  2. 1. SCIENTIFIC INVESTIGATION • The study was well thought out and the student showed initiative in thought and design. • The purpose for doing the study was well defined. • The scientific literature (background information was examined). • A logical hypothesis was developed for this study. • The data collected relate to the hypothesis and supports conclusion. • The conclusion follows logically. • The data log provides evidence of student work and commitment throughout.

  3. Types of Questions??? • Is the topic or problem an appropriate subject for scientific investigation? • Is the problem stated clearly? • Is it sufficiently narrow? • Is the method of investigation appropriate to the problem? • Have variables been eliminated, controls been made and results been double checked? • Does the data collected justify the conclusion made?

  4. 2. THOROUGHNESS • The student collected all data available. • The student identified all the controls. • The sample sizes and population sources were carefully chosen. • The variables of each experiment were clearly defined. • Replications and duplications were utilized. • The student anticipated the problems encountered. • The student related the work to that reported in the literature. • The data were collected in quantitative units. • Several experiments were done; not just one. • The study was completed or brought to a logical stopping place. • The data were thoroughly analyzed.

  5. Types of Questions??? • Is the project the result of careful planning? • Does the project indicate a thorough understanding of the chosen topic? • Is all information accurate? • Does the notebook sufficiently document the student’s work? • Has sufficient data been collected? • Does the display represent a complete story?

  6. 3.SKILL • The experimental protocols were handled with skill. • The experiments were designed with care and anticipation. • Data measurements were done precisely. • The study was skillfully designed and was not too complicated. • Technical problems were overcome and not merely avoided. • A detailed notebook and log were kept. • This study was the student’s and excessive help was not utilized.

  7. Types of Questions??? • Does the project reflect the student’s own work? • Is the project sturdy and well constructed? • Is all equipment used within the student’s level of understanding or expertise? • Does the project meet safety requirements?

  8. 4. CREATIVE ABILITY/ORIGINALITY • There was a question asked and the answer was not originally known. • The approach to answering the question was creative. • The creativity of the study was within the creative ability of the student. • Data is originally presented. • The student utilized the scientific method in experimentation rather than only descriptions and observations. • The display is creative.

  9. Types of questions??? • Does the student demonstrate curiousity? • Does the project or display demonstrate ingenuity in the design and development of the project? • Has the student shown creativity in the design of the display?

  10. 5. CLARITY/ NEATNESS • The student is able to explain what was done. • The student clearly understands the research. • The student understands the meaning of the results obtained. The student understands where this research can lead in the future. • The student understand how this study can be improved. • It is clear to the student whether the data support or fail to support the hypothesis.

  11. Types of Questions??? • Is the project self-explanatory? Can the average person understand it? • Are all lettering, signs, and diagrams neat and accurate? • Are lettering, signs and diagrams appropriately used or do they clutter or confuse? • Are visual aids an asset to understanding the project or do they clutter or confuse?

  12. HELPFUL WEBSITES www.azsef.org www.sciencefairproject.virtualave.net www.school.discoveryeducation.com www.sciencefair-projects.org www.sciencebuddies.org • Allan Blacksheep, Senior Education Specialist, allanblacksheep@nndode.org (928) 871-6774

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