Evaluation Criteria and Scoring Rubrics
The Evaluation Criteria documents are the rubrics that the judges will use to evaluate Team Entries.
There are separate rubrics for middle grades Entries and high school Entries.
Middle Grades Evaluation Criteria
Evaluation Criteria and Scoring Rubric for High School Competition
| CRITERIA | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Knowledge of Topics and Understanding of Historical Significance | Provides extensive explanation of the subject matter. Demonstrates in-depth understanding of how each selection has shaped the course of history. | Provides a satisfactory explanation of the subject matter. Demonstrates substantial understanding of how each selection has shaped the course of history. | Provides some explanation of the subject matter. Demonstrates some understanding of how each selection has shaped the course of history. | Explanation of the subject matter is weak. Demonstrates very limited understanding of how each selection has shaped the course of history. |
| Historical and Critical Thinking Skills | Consistently demonstrates thorough analysis, thoughtful insights, and accurate interpretation of historical evidence to form strong, persuasive arguments. | Demonstrates less extensive analysis but produces mostly valid and warranted conclusions. Interpretation of historical evidence adequately supports arguments. | Demonstrates limited analysis and contains unsubstantiated conclusions. Interpretation of historical evidence offers minimal or superficial support for arguments. | Demonstrates flawed logic or multiple misinterpretations of historical evidence. Arguments are weak and poorly supported. |
| Organization and Communication of Ideas | Presentation of information demonstrates a logical plan and coherent development of ideas. | Presentation of information demonstrates a mostly logical plan and coherent development of ideas. | Presentation of information demonstrates some weaknesses in organization and the development of ideas. | Presentation of information is disorganized and ideas are undeveloped and lacking in substance. |
| Research Skills and Entry Requirements | Research is consistently accurate and relevant. Research supports the Team’s selections with a variety of concrete, factual information. ABC-CLIO databases and any other sources are completely and accurately cited in MLA format. | Research is mostly accurate and relevant. Research supports the Team’s selections with basic factual information. ABC-CLIO database and any other source citations are mostly complete and accurate; may contain minor errors. | Research is inconsistent and occasionally immaterial. Research contains
several occurrences of erroneous information.
Some ABC-CLIO database or other source citations are incomplete or contain multiple errors. |
Research is vague, inaccurate, or irrelevant. Research does not support
the Team’s selections or contains multiple occurrences of erroneous information.
ABC-CLIO database or other source citations are missing or inaccurate. |
| Synthesis of Presentation | The choice of entry format and integrated media elements (graphics, sound, video, etc.) enhance the communication of the content. Format is thoughtfully designed and easy to read and/or navigate. Content delivery is uniformly fluid and engaging. | The entry format is effective, and the integrated media elements mostly reinforce communication of the content. Minor inconsistencies in format do not detract significantly from the presentation. Content delivery is coherent and easy to follow. | The entry format is adequate. The integration of media elements may be
distracting or interfere with communication of the content.
Entry may have some technical problems. Content delivery has some lapses in consistency and may be confusing. |
The entry format fails to convey the content.
Media integration is not meaningful or not appropriate. Technical flaws may prevent full review of entry. Content lacks fluency and is difficult to read and/or understand. |
Evaluation Criteria and Scoring Rubric for Middle Grades Competition
| CRITERIA | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Knowledge of Topics and Understanding of Historical Significance | Students provide exceptional explanations that demonstrate in-depth understanding of how each selection has shaped the course of history. | Students provide satisfactory explanations that demonstrate substantial understanding of how each selection has shaped the course of history. | Students provide limited explanations that demonstrate some understanding of how each selection has shaped the course of history. | Students provide no explanations, or the explanations are weak and demonstrate very limited understanding of how each selection has shaped the course of history. |
| Historical and Critical Thinking Skills | Students show exceptional skill in analyzing and interpreting historical evidence to effectively and persuasively defend their selections. | The analysis and use of historical evidence is satisfactory. The students’ interpretation of historical evidence adequately supports their arguments. | Entry shows little analysis or use of historical evidence. Some conclusions may not be valid, and the students’ selections are not well supported. | Entry shows multiple misinterpretations of historical evidence. The arguments in defense of the students’ selections are weak or not present. |
| Organization and Communication of Ideas | Students fully address the information requirements of the guiding questions. Information is presented in a logical way, and ideas are clearly and fully developed. | Students mostly address the information requirements of the guiding questions. Information is mostly presented in a logical way, and ideas are understandable if not fully developed. | Students miss some of the information requirements of the guiding questions. The organization and the development of ideas are not strong. | Students miss most or all of the information requirements of the guiding questions. The presentation is disorganized and ideas are undeveloped. |
| Research Skills and Entry Requirements | Research is consistently accurate and relevant. Research supports the Team’s selections with a variety of concrete, factual information. ABC-CLIO databases and any other sources are completely and accurately cited in MLA format. | Research is mostly accurate and relevant. Research supports the Team’s selections with basic factual information. ABC-CLIO database and any other source citations are mostly complete and accurate; may contain minor errors. | Research is more general than specific. It includes some evidence, but
it contains errors, or does not support the Team’s selections.
Some ABC-CLIO database or other source citations are incomplete or contain multiple errors. |
Research does not support the Team’s selections or produce relevant evidence. Research is incorrect and ABC-CLIO database or other source citations are missing or inaccurate. |
| Synthesis of Presentation | The entry format and any included media (graphics, sound, video, etc.) enhance the communication of the content. Format is well designed and easy to read and/or navigate. Content delivery is engaging, and it flows smoothly from beginning to end. | The entry format is effective, and the integrated media elements mostly reinforce the communication of the content. Minor inconsistencies in format do not have a significant impact on the presentation. Content delivery is easy to follow and understand. | The entry format is adequate. The integration of media elements may be distracting or interfere with communication of the content. Entry may have some technical problems. Content delivery has some lapses in consistency and may be confusing. | The entry format does not convey the content.
Media integration is not meaningful or not appropriate. Technical flaws may prevent full review of entry. Content delivery is disorganized and difficult to read and/or understand. |
