• EXTENDED APPLICATION JUDGES TRAINING 

    Welcome

    Thank you very much for agreeing to help judge these projects.  We rely on volunteers giving up their free time to make this program work.  This document is designed to give you information on how to judge and score the Extended Application projects. 

    Student Preparation

    Most students you see presenting tonight have taken the class Pathways to Career Success.  In this class students receive guidance on how to conceive of their project, write a proposal, follow through with the tasks to complete the project and formulate a conclusion.  Students are given deadlines for each required element of the project and receive teacher feedback so that they can proceed forward. 

    A number of other students have participated in our Internship or Cadet Teaching program through Summit Career Center.  They also receive guidance on how to navigate the required elements of the Extended Application.  Internship and Cadet Teaching students also have deadlines for each required element and get feedback.  The one difference is that they are out at a site and not in a classroom every other day with the teacher who gives them guidance.

    A handful of students will Opt Out of Pathways, Internship and Cadet Teaching and do their project on their own.  They receive little daily guidance.  They also have deadlines for required elements and receive feedback but they need to seek out the assistance more than the other students do.

    Also view the documents Extended Application Prep Guide and EA Notebook to see what students were given to help prepare for the presentation.

    Tips for Scoring

    It might be useful for you to print out the scoring rubric and refer to it as you read through these steps. See Extended Application Material and it is in a pdf under EA Scoring Rubric.

    Some of the scores have 3 lines, some have 2, that is because some of the elements are an either or and some have a little more variation.  Choose the one that best fits the presentation.

    1. Judges are scoring the presentation, and organization only.  Teachers are scoring the rigor and relevance of the project.  The presentation on EA Night is the icing of the entire project.  Don't worry about a final score, the teacher will assign a point value to your checked lines.

     

    1. We ask that judges collect the notebooks from each student and put your score sheet inside the notebook.  You do not need to read the notebook thoroughly for content, a quick look through to make sure all components are there is all that is necessary.  The presentation night is the culmination of the project which is why students are required to bring the notebook with them and leave it with you. 

     

    1. The technical part of the score is there to impress upon the student presenter the need to check out the technology in the room ahead of time.  We have had a number of instances where students did not check it out ahead of time and then it didn't work.  We want to avoid this. 

     

    1. A strong introduction is one that gives you a clear road map of where the speech will go.  An effective introduction gives you a basic idea of the presentation.  A simplistic introduction won't tell you much about the whole presentation.

     

    1. A fluent delivery is one where a student barely uses their note cards, has clearly practiced their speech and does not use a lot of "umms." An acceptable delivery would be one where a student has some reliance on note cards but is also good about looking up and engaging the audience.  A halting delivery would be lots of "umms" and straight reliance on note cards.

     

    1. Variations in rate, volume in tone means no mono tone and good voice inflection so you don't fall asleep.   Monotone delivery would be no variation in voice inflection and a steady tone that lulls one to sleep.

     

    1. Strong and compelling facts, data and details would be tangible "products" that came as a result of the project - the student could "point to" the result.  Relevant facts or details would be similar, just not in large quantity.  The latter score would be little or no artifacts or details to prove project was completed.

     

    1. Visuals - power points are not necessary.  Students should have something to show for their semester's worth of work; pictures, a product, an evaluation.

     

    1. The conclusion - what was the point of the project, was it met?  Was it clear?  If it was easy to understand the conclusion and how it matched they get the highest score.  If there was no conclusion they get the lowest score.

    1. Notebook - once again, no need to grade and go through it with a fine tooth comb but you should be able to flip through to make sure it has all the require elements, is easy to read, has been spell checked and proofread and has the optional elements.  An organized notebook would have simply the required elements.  No notebook or incomplete notebook speaks for itself.
    2. Meaningful learning - we want to know that the student challenged him/herself and did something out of their comfort zone and came away with more information about that project.  Little or no new learning would be a student putting something together that took no "stretching" of the mind or learning.

    1. Personal insights and future connections - did the student make it clear what he/she learned about him/herself and future directions?  Or was there little to no learning about the self as a result of this project?
    2. Students were told they had a maximum of 15 minutes but were encouraged to keep it within 10 minutes so judges could have time between each presentation.  Feel free to remind them if they are going over the time limit.

    Video

    If you would like to see some live Extended Applications we have a video you can also access on this web site.  We have an example of a student who Exceeded - most of her scores would have been on the top end of the scoring guide because of the clear introduction, minimal use of notes, obvious research and preparation and the road map she presented at the beginning of what she was going to talk about.  The second student Met.  Most of her scores would have been in the middle of the spectrum.  She clearly had a good project but didn't provide as clear a road map.  She had some reliance on notes and made a good effort at making eye contact. 

    The most difficult thing about scoring is that it is such subjective criteria.  We just ask that you do your best.  The presentation score will not make or break a student's overall grade. 

     
    If you have any questions regarding this please email Ayme Hooper at ahooper@hoodriver.k12.or.us.  Thanks!
Last Modified on January 6, 2011