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[Student
Area|Teacher
Area|Judge
Area]
[Table of Contents]
[Schedule for Exhibit Judges]
[Scoring for Exhibit Judges]
[Criteria for Exhibit Judging]
Schedule
for Exhibit Judges
Please arrive at
Illinois Tech
by 8:00 a.m. on Friday, March 20, 2020. Specific
instructions on the exact location are
included in the letter of introduction mailed
with this handbook. Signs will direct you to
the coat storage and the "Judge's Check-in"
area where you will receive a name tag and
assigned project numbers. You will also
receive your judging packet from your
coordinator on the stage of the auditorium.
After completing
your judging, return the results to the
designated location in the exhibition area.
If you find that
you cannot be present on the morning of
Friday, March 20, 2020, please inform us by telephoning 630-215-5583, the direct line to
the STEM Exhibition judging headquarters. This
number will be available beginning Tuesday,
March 16,
2020.
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| 7:30 a.m. |
Coordinators
report to judging headquarters,
located at the left of the stage.
Coffee and rolls will be available. |
| 8:00 a.m. |
Judges report
to judging headquarters.
Coffee and rolls will be available.
- Registration
- Orientation by Judging Committee
- Discussion with Judging Group |
| 9:00 a.m. -
12:00 noon |
Judging of
Exhibits |
| 11:00 a.m. |
Official
Welcoming Ceremony |
| 11:30 a.m.
-1:30 p.m. |
Buffet
Luncheon
(Obtain a lunch ticket and
directions
from your coordinator.) |
| 12:00 noon |
Recognition
Luncheon-MTCC Ball Room (by
invitation only) |
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Scoring
for Exhibit Judges
The
responsibility of judging is one of the most
important functions of the STEM Exhibition.
Please keep in mind that only a small
percentage of the students actually go into
scientific research. However, many of them
will have a great deal to say about the future
of science. Certainly a successful and
valuable experience with science at this level
could reap considerable rewards.
The purpose of
the Chicago Public Schools Student STEM Exhibition is to encourage
students to excel in science. It also provides
the students with an opportunity to present
the results of their projects to a panel of
judges. This section of the STEM Exhibition stresses not only
the importance of written and oral forms of
communication, but also the importance of the
exhibit. The STEM Exhibition provides
encouragement and recognition for those
students who may become scientists in the
future.
The high point
for most students who participate in the STEM Exhibition is the opportunity
to exhibit their accomplishments before
interested adults who are distinguished
critics. Feel free to advise the students of
any improvements that can be made on their
projects. They deeply appreciate your
constructive comments.
Each project
should be evaluated on the basis of areas of
competence which are listed in the "Criteria for Exhibit Judges".
A grading rubric and score sheet will be
provided with specific directions for their
use. The maximum score possible is 99 points.
The "0" space will be reserved for no-show
projects. If you have a no-show, please
blacken in all the zeros.
Approximately 50
of the top-scoring students will receive an
outstanding award and represent the Chicago
Public Schools at the state competition. About
35 of these students will be from high school
grades 9 through 12. Another 15 students will
be from grades 7 and 8. The remainder of the
exhibitors will receive a Certificate of
Excellence or Honorable Mention. All
participants are eligible for the many special
awards and tours being awarded separately.
Please keep this in mind as you make your
decisions.
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Criteria
for Exhibit Judges
Scientific
Method: (A-G)
A Evidence of
knowledge gained
- Has the
student acquired significant knowledge of
skills by doing this project?
- Does the
exhibitor recognize the scope as well as the
limitations of the problem selected?
B Evidence of
scientific approach
- Has the
problem been well defined?
- Is the chain
of reasoning clear and correct?
C Evidence of
experimental approach: variable
- Did the
student collect data from his/her own
experiment?
- Did the
student test a single variable for each
experimental group?
- Were all
other variables controlled or accounted for?
D Evidence of
experimental approach: control group
(Were
methods
of control appropriate, effective, and
evident?)
E Validity of data
- Are
experimental results reported with
appropriate accuracy?
- Is the
collected data numerical and metric, where
applicable?
- Has data been
collected from repeated trials? Is it
reliable?
- Are sources
of experimental error described and/or
evaluated?
F Validity of
conclusion
- Has the
student started with known facts, added new
experimental information, and drawn relevant
conclusions?
- Are the
conclusions consistent with the data?
- Can the work
be the basis for further experimentation?
- Can the work
be replicated by others and similar
conclusions drawn?
G Originality
- Does the
project demonstrate a novel approach or
idea?
- Does the
project demonstrate a high level of
creativity?
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Display: (H & I)
H Information
- Does the
display effectively support the theme of the
investigation?
- Is the data
on the display organized in the most
explicit way to present the particular type
of information involved?
- Are charts,
pictures, and graphics appropriately used?
I Artistic Qualities
(Is the display neat, organized, and
appealing?)
Verbal
Report: (J & K)
J Presentation quality
- Does the
presentation clearly and precisely summarize
the project?
- Is the
information relevant and pertinent?
- Does the
presentation include enough technical
information to be convincing?
K Dynamics
- Does the student speak fluently with good
eye contact?
- Is the presentation lucid, articulate, and
interesting?
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Written
Report: (L-V)
L Abstract
(Does the Abstract contain no more than 150
words in three paragraphs entitled: Purpose,
Procedure, and Conclusion?)
M Safety Sheet
- Have all
safety hazards been identified?
- Does the
safety sheet have appropriate signatures
affixed?
N Title/Table of
Contents
(Are both present?)
O Purpose and
Hypothesis
(Has a problem been defined and a
prediction made?)
P Review of Literature
- Have known
facts and principles been handled
appropriately?
- Is literature
cited pertinent to the topic and cited using
American Psychological Association (APA)
format?
Q Materials
(Are the materials listed and measurements
made in metric units where applicable?)
R Procedure
(Does the procedure follow a logical
protocol with all steps included?)
S Results
- Are the
results organized into tables and graphs and
easily understandable by someone not
familiar with the work?
- Is the data
quantitative and explanations given when
necessary?
T Conclusions
- Has the
student stated known facts, added new
experimental information, and drawn relevant
conclusions?
- Is there a
concise evaluation and interpretation of the
data?
- Does the
conclusion refer back to the purpose and
hypothesis?
U Reference List
- Are the
quality and quantity of references current
and adequate for the topic?
- Are the
resources listed cited within the Review of
Literature using APA format?
V Conventions
- Has the
student used standards for technical
writing?
- Are grammar
and spelling correct?
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