How to Judge a
History Fair Website
This tutorial will orient you to the
website category, its rules, and then
steps to judging websites.
January 2015
Website Judging Time Budget
• Review rules & guidelines orientation, 10 minutes
• Prep materials, contact partner judge, 10 minutes
• Website judging, 20 minutes each, taking
notes/preliminary scores = 2 hours
• Discussion with partner judge = 30 minutes
• Write final evaluations and send = 40-50 minutes
This is the same amount of time that judges spend assessing projects
at History Fair events!
What is a History Fair Website?
A History Fair
website is a
computer-based
representation of
a student’s
research and
argument that is
interconnected
by hyperlinks.
A History Fair website is NOT an online
• Powerpoint slideshow ( e.g., one or two images + a
block of text per page)
• paper composed of mostly words, few images
• exhibit without interactivity, audio or visual sources
• wiki or website full of unanalyzed resources
History Fair websites are
interpretive histories that are
interactive and involve the
viewer.
Websites may include
evidence comprising:
• Multiple Images
• Maps
• Pop-up windows
• Sound
• Videos
• Hyperlinked timelines
• Dynamic charts
• Choices of how to
explore
History Fair Projects are judged on:
•
•
•
•
•
Historical Knowledge
– Solid background and context
– Relevant information: who/what/when/where
Analysis
– Do they have a thesis, backed up by claims and evidence?
– Do they address how and why?
– Do they demonstrate change over time?
– Do they address the significance of the change?
Sources
– What is the quality, variety, and depth of their primary and secondary sources?
Presentation
– How well do they use the medium of a website?
– Is it structured cogently?
– Is careful attention paid to details?
Adherence to the specific project rules and guidelines
Review the History
Fair Scoring Rationale
for the four criteria
before evaluating and
scoring your assigned
History Fair websites.
http://www.chicagohistoryfair.org/history-fair/judging/judging-orientation.html#hsscore
Website Rule 1
Topics must connect
with Chicago or
Illinois history in
order to be
considered
“competitive.”
The 2015 theme is
“Leadership and Legacy in
History.”
Website Rule 2
Website entries may not
have more than 1,200
student-composed words.
Quotations, source credits, the
tabs, annotated bibliography,
and Summary Statement do
NOT count.
Students are required to post the word count for their own words on the
front page of their website and on the Summary Statement. 1,200 words
is equal to five page paper. If their reported word count looks “off,” ask
History Fair staff to double-check.
Website Rule 3
• Students must provide a
Summary Statement
and Annotated
Bibliography in their
website.
Website Rule 4
Multimedia clips (audio,
visual) must not exceed a
total of four minutes,
combined.
Music is included in the four-minute total.
Audio may include music or voice
recordings, but not student narration.
Visual evidence may include primary
source interviews (witnesses,
participants) or secondary source
interviews (experts). It also may include
historical footage or clips from
documentaries.
Website Rules – The “Tech Stuff”
5. No links to other websites.
Students may use material gathered from other sites (for example, an interview clip
provided by YouTube), but the material must be saved within the student’s site, not
through link that takes you outside the website. No Google Drive links.
The only external links allowed in a History Fair website are those that allow the viewer to obtain a
plug-in to view multimedia (e.g. Flash, QuickTime, etc.) No Google Drive.
6. All pages must be interconnected with hypertext links. Automatic
redirects are not permitted.
7. The content and appearance of a page cannot change when the
page is refreshed in the browser. Random text or image generators are not allowed.
(That means, when you return to a page, it should look the same as when you last viewed
it.)
Website Rule 8
The first page of the website serves the “home page.”
The homepage should include:
• Student name(s)
• Entry Title
• Division (Senior=high school, Junior=elementary school)
• Word Count of students’ own words
• Main Menu (the navigational tabs)
• A tab called “References” or “Student Materials” for the Summary
Statement and Annotated Bibliography
Front Page
Main Menu (organization
tabs)—may be on top or
on the side
“Student Materials” or
“References” tab
contains the Summary
Statement and Annotated
Bibliography
Title
The home
page may
include
thesis and/or
brief
introduction.
Students’ Names and Division and word count
PENALTY POINTS (High School only)
High School websites that violate the rules will be subject to penalty point deductions. Note these
infractions as you are making your review notes.
Exceeds student-composed Minus 2 points for each 100 words beyond 1,200 (10
word limit: point maximum penalty)
Exceeds multimedia time limit: Minus 1 point for each 30 seconds over the four minute
total (10 point maximum penalty)
Links to sites outside the website: Minus 5 points per site (Exceptions: Plug-ins -- Flash,
QuickTime, etc.)
No Summary Statement : Minus 10 points
Bibliography not annotated: Minus 5 points
No bibliography: 0 points in the Sources category (Juniors receive lowest
possible score in sources)
Junior Division websites will not receive separate penalties—take under consideration when
scoring each category. However if no Bibliography, give lowest score.
First Steps for Judging
1.
Contact your partner judge via email or phone provided. Set-up a
date to talk on the phone or “skype.”
Figure a date when you’ll be able to immediately write up your final
evaluations while it is still fresh in your minds. PLEASE meet at least a day
before the evals are due back at the History Fair, not the same day.
2. Open each website briefly, just to make sure it opens in your
browser. If not, try another. If you still have problems, contact HF staff
immediately at 312-255-3661 or info@Chicagohistoryfair.org
3. Review the Scoring Rationale sheet if you’ve not done so.
4. Prep your judging worksheets. Print a copy of the Judging
Worksheet (one per project):
http://www.chicagohistoryfair.org/images/stories/pdfs/1_06a_hs_worksheet.pdf
Be sure to print the appropriate SENIOR or JUNIOR division sheets please!
• You will use this worksheet to take detailed notes as
you review the projects.
• Students DO NOT receive a copy of your judging
worksheet, so feel free to be candid in your
worksheet remarks.
• Your notes should be detailed enough to guide your
conversation with your judging partner and help you
write your final evaluation afterwards.
• Record scores in each of the four areas of the History
Fair criteria.
• Rate the project’s integration of the National History
Day theme.
Judge the Website
5. First, go to the “Reference” or Student Materials tab to review the
Summary Statement and Annotated Bibliography.
• Summary Statement lets you know what the student is intends to do in
the website
• Annotated Bibliography gives you a glance at the sources he/she
claims they used…you can keep that in mind when viewing the website.
Note in your Sources category.
6. Return to first page to review its navigational tabs.
• It gives you a sense of the organization and logic of the site
7. NOW read the entire website content, noting its strengths and areas for
improvement. Enjoy yourself!
Ask, “Does the website:
• Display content-rich web pages using a variety of sources that demonstrate a
depth of knowledge and act as evidence for the students’ thesis and claims
• Use interactivity that contribute to (not distract from) the historical message
• Present a strong and clear organization through its navigational tabs
For example:
• A short interview clip may help to personalize the story or convey a sense of
historical significance, but some interactive elements (games, etc.)might distract
from the project’s primary historical argument.
• An interactive timeline that links to primary sources can deepen the content and
help display cause and effects.
• A clips of historical footage are better than using clips of an already-made
documentary.
• Music that is primary source evidence is better than music used because it
“sounds” related in some general way.
STEP 8: Confer with your partner.
• Discuss your reactions to the project with your partner, making sure that your
scores and comments reflect similar responses to the student’s work. Not the
same—just within similar range. Your partner judge may have noticed something
in the project that you did not: take advantage of the opportunity to share your
impressions with one another to ensure that the student will receive a thorough,
fair, and consistent evaluation.
• Your total scores are within 8 points of each other.
• Scores should be above 70 points, barring any penalties. We ask that you NOT
give “fair” ratings, as these projects are the best their schools had to offer.
• Make sure your penalty points match (if any rule infractions are found).
STEP 9: Write your final evaluations on the
electronic judging forms provided.
After your conversation, plan to immediately write up your final scorecards while
the thoughts are still fresh. Both judges write a final evaluation of each project—
the student will receive both reviews.
Students receive your evaluations, so
it is very important that you take
care how you phrase your feedback.
Use the “sandwich approach.”
No matter their scores, students
have worked hard on their websites
and it is vital that you recognize
their work and achievements.
 Start with a positive comment that relates to their project.
 Focus on the strengths—every project has something positive.
 Then turn to areas for improvement and constructive
suggestions.
Avoid negative language – critiques should be framed in a
way that sends an encouraging message to students (e.g.
“You might consider…” is a more positive message than
“Project lacks…”).
 Conclude with a positive comment that acknowledges and
shows appreciation for their achievement.
Samples of Final Evaluations
Because “Excellent”-Scoring Websites are the hardest to comment
about, here’s two examples:
Congratulations! You created a well organized
website with a great deal of knowledge. I noticed
your thesis on your summary form was more
detailed than the on the webpage. It might have
been more effective to use that one. I
appreciated that your website was divided into
separate “organizational buckets” of political,
economic, social and environmental It made it
easy to follow. You may consider a page on the
context too of the national situation since it is so
important to your topic. You have an ambitious
topic which made a lot to analyze. Perhaps you
may have found a narrow topic within? Was
there one change in particular that you could
have focused on? Some key books may have
taken you to more sources by looking at and
following the footnotes.
Your presentation was solid and would be
strengthened with the use of small video clips or
music sources that make full use of the medium.
Keep up the good work!
It’s good to see students taking on a topic that is
still very controversial today.
Your image captions are very content rich. It was
also good to see the use of a political cartoon.
However, in the slide show under Women’s
Rights, I was surprised to see multiple photos of
trains from different periods. Perhaps one would
have made the same point? On the other hand,
the slideshow about women being lured into
prostitution was much more effective. Your
analysis of these images, coupled by primary
source quotes could make this sequence even
more effective!
I was surprised that someone didn’t find a song
or saloon music from the time.
What was Chicago like during this time, and what
were the options for single women? How did the
Levee District end? Who was against it and what
were their views on women’s roles in society?
Again, overall a really good job. Some editing and
less superfluous images would help tighten up
the site.
STEP 10:
Save each project evaluation individually using the following
file name format:
Project Entry#-your last name.doc
Sample: w115-garcia.doc
…and submit your completed final evaluations by the
deadline to the History Fair: info@chicagohistoryfair.org
We cannot announce any results to students
and teachers until we receive EVERY judges’
scorecards so it is vital that you observe the
deadlines given.
A Recap of Rules & Penalties
1. A connection to Chicago/Illinois history required. If not
present or very slight, note in remarks & filename.
2. 1,200 student-composed rules.
3. The Summary Statement and Annotated Bibliography
must be posted in its own tab.
4. Audio or visual sources combined=four minutes total.
5. No links outside the student website.
6. Pages should connect through hyperlinks.
7. No auto-returns or auto-changing pages.
8. Website has a main page that states the Title, Word Count,
Student Names, and Division. No school name should be
posted.
PENALTY POINTS (High School only)
High School websites that violate the rules will be subject to penalty point deductions. If a specific
penalty point amount is not given, you may decide to reflect in the Presentation category.
Exceeds student-composed Minus 2 points for each 100 words beyond 1,200 (10
word limit: point maximum penalty)
Exceeds multimedia time limit: Minus 1 point for each 30 seconds over the four minute
total (10 point maximum penalty)
Links to sites outside the website: Minus 5 points per site (Exceptions: Plug-ins -- Flash,
QuickTime, etc.)
No Summary Statement : Minus 10 points
Bibliography not annotated: Minus 5 points
No bibliography: 0 points in the Sources category (Juniors receive lowest
possible score in sources)
Junior Division websites will not receive separate penalties—take under consideration when
scoring each category. However if NO Bibliography, give lowest score.
Thank You for Judging Students’
History Fair Websites