JUDGING CRITERIA

Allan Blacksheep,Senior Education Specialist,

Department of Diné EducationThe 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. 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.

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?

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.

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?

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.

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?

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.

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?

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.

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?

HELPFUL WEBSITES

www.azsef.orgwww.sciencefairproject.virtualave.netwww.school.discoveryeducation.comwww.sciencefair-projects.orgwww.sciencebuddies.org

Allan Blacksheep,Senior Education Specialist,allanblacksheep@nndode.org(928) 871-6774