[Student
Area|Teacher
Area|Judge
Area]
[Table of Contents]
[Schedule for ISEF Judges]
[Scoring for ISEF Judges]
[Criteria for ISEF Judging]
Schedule
for ISEF Judges
Please arrive at
Illinois Tech by 8:00 a.m. on Saturday, March
19, 2022. Specific
instructions on the exact location are
included in the letter of introduction mailed
with this handbook. Proceed to the stage of
the auditorium. An area on the stage will be
draped off for exclusive use by ISEF judges.
Coats can be placed in the backstage dressing
room.
Copies of the
Research Summaries from the top 35 outstanding
high school exhibit projects will be made
available from the ISEF Chairperson.
If you find that
you cannot be present on the morning of
Saturday, March 21, 2020, please inform us by
telephoning 773-753-1397, the direct line to
the Science Fair judging headquarters. This
number will be available beginning Tuesday,
March 15,
2022.
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7:30 a.m. |
Chairperson
and committee members
report to the stage of the auditorium. |
8:00 a.m. |
ISEF judges
report to the stage of the auditorium.
Coffee and rolls will be available
behind the draped-off area. |
8:15 a.m.-
11:30 a.m. |
Judging of
the top High School
Exhibit Projects |
12:00 noon |
Luncheon -TBD
ISEF judges are invited to attend the
Sixth Grade Recognition Luncheon. |
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Scoring
for Exhibit Judges
The judging and
selection of the students who will represent
the Chicago Public Schools are important
aspects of our involvement in scientific
education in the nation. At this level of
competition, our students can be compared with
students throughout the nation. It is
imperative that the most deserving exhibits
are selected. Please keep this in mind as you
make your decisions.
From the top 35
high school exhibits, four ISEF finalists and
two alternates will be selected. The four
finalists will receive an all-expense-paid
trip to represent the Chicago Public Schools
at the 66th International Science and
Engineering Fair.
Representing the
Chicago Public Schools at the international
level is the highest recognition an exhibitor
can earn. Finalists have an opportunity to win
over 250 prizes and awards for their
outstanding scientific research.
Points for
Scoring
I. |
Creative
Ability |
30 Points |
II.
|
Scientific Thought/
Engineering Goals |
30 Points |
III. |
Thoroughness |
15 Points |
IV. |
Skill and
Individual Work |
15 Points |
V. |
Clarity of
Presentation |
10 Points |
Total Possible Points
|
100 Points |
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Criteria
for ISEF Judges
I. Evidence of
Creative Ability (30 points)
- Does the
student show creative ability and
originality in:
- the questions asked
- the approach to solving the problem
- the analysis and interpretation of the
data
- the use of equipment
- the construction or design of new
equipment
- Does creative
research support an investigation and help
answer a question in an original way? (The
assembly of a kit would not be creative
unless an unusual approach was taken.
Collections should not be considered
creative unless they are used to support
an investigation and to help answer a
question in an original way.)
- Does the
student's creative contribution promote an
efficient and reliable way to solve a
problem? (In judging, it is important to
distinguish between gadgeteering and
genuine creativity.)
II. Evidence of
Scientific Thought/Engineering Goals
(30 points)
A. Scientific Thought
- Is the
problem stated clearly and unambiguously?
- Was the
problem sufficiently limited to allow
plausible attack?
(Good scientists can identify important
problems capable of solutions. Neither
working on a difficult problem without
getting anywhere nor solving an extremely
simple problem is a substantial
contribution.)
- Was there a
procedural plan for obtaining a solution?
- Are the
variables clearly recognized and defined?
- If controls
were necessary, did the student recognize
their need and were they correctly used?
- Is there
adequate data to support conclusions?
- Does the
student recognize the data's limitations?
- Does the
student understand the project's ties to
related research?
- Does the
student have an idea of what further
research is warranted?
- Did the
student cite scientific literature or only
popular literature?
B. Engineering Goals
- Does the
project have a clear objective?
- Is the
objective relevant to the potential user's
needs?
- Is the
solution workable? (Unworkable solutions
seem interesting but are not practical.)
- Is the
solution acceptable to the potential user? (Solutions
that will be rejected or ignored are not
valuable.)
- Is the
solution economically feasible? (A
solution so expensive that it cannot be
used is not valuable.)
- Could the
solution be utilized successfully in the
design or the construction of some product?
- Is the
solution a significant improvement over
previous alternatives?
- Has the
solution been tested for performance under
the conditions of use? (Testing might
prove difficult but should be considered.)
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II. Evidence of
Thoroughness (15 points)
- Was the
purpose carried out to completion within the
scope of the original intent?
- Was the
project researched completely?
- Are the
conclusions based on a single experiment or
replication?
- How complete
are the project notes?
- Is the
student aware of other approaches or
theories?
- How much time
did the student spend on the project?
- Is the
student familiar with scientific literature
in the studied field?
IV. Evidence of Skill
and Individual Work (15 points)
- Does the
student have the required laboratory,
computation, observational, and design
skills to obtain supporting data?
- Where was the
project done (home, school laboratory,
university laboratory, or at another
location)?
- Did the
student receive assistance from parents,
teachers, scientists, or engineers?
- Was the
project done under adult supervision, or did
the student work largely alone?
- Where did the
equipment come from? Was it built
independently by the student? Was it
obtained on loan? Was it part of a
laboratory where the student worked?
- Did the
student do all the exhibit work, or did
someone help?
V. Evidence of
Validity and Clarity of Presentation (10
points)
- How clearly
can the student discuss the project and
explain the project's purpose, procedure,
and conclusions? (Make allowances for
nervousness; watch out for memorized
speeches that reflect little understanding
of principles.)
- Does the
written material reflect the student's
understanding of the research? (Take
outside help into account.)
- Are the
important phases of the project presented in
an orderly manner?
- How clearly
is the data presented?
- How clearly
are the results presented?
- How well does
the project display explain itself?
- Was the
presentation done in a forthright manner,
without cute tricks or gadgets?
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