What Can Be Expected
4th - 6th Grade
Basic
Criteria
What 4-H'er has
learned in 4-H projects
and activities for all
years of participation
in the project.
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Goals logical for
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member's maturity and
years of participation
in the project area
New knowledge,
attitudes, and skills
learned.
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Scope of projects and
activities related to 4H'ers goals
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Evidence of personal
growth as related
through participation
experience
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7th - 9th Grade
Experienced
Only 1-2 years experience in most
projects
Most project activity is geared toward
fair exhibits
Experiments in many project areas
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Goals are simple - mostly related to
fair exhibits
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Other club and county
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Awareness of basic knowledge and
development of basic skills related to
the project
Attitudes towards projects are based
on success or failure as determined
by adults
Simple goals, mostly geared toward
general knowledge and skills
Activities may or may not relate 4H'ers goals
Goals may change frequently
throughout the year
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Explores new experiences and project
areas
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Revised 6.2013
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Little evidence of leadership
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Helps peers with similar project within
an area
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Any leadership occurs within club
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4-H Leadership
experiences
Leadership roles
within the project area
Beginning to identify strong project
areas and interests.
Sees project work beyond fair exhibits
Likes to work in peer groups
10th - 12th Grade
Advanced
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Has developed a small number (1-3)
of "niche" project areas
Can see project work and growth
throughout the year
More self-directed learning (seeks
out additional resources for project
learning.)
Goals should be multiple for each
project area and more complex
May have more long-range goals
Goals start to include a more personal
slant - should include action, result,
timetable and pass the control test
Realizes difference between project
goal and exhibit goal
Able to beyond the basics and
challenge themselves by adding detail
to work or transferring knowledge from
the familiar to the unfamiliar
Attitudes affected by peer group
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Goals are more specific
May have difficulty seeing the
connection between goal-writing and
accomplishments
Better at reaching short-term goals
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Likely to avoid activities with potential
to fail, especially when peers are
involved
Shows evidence of exploring project
related activities beyond fair exhibits
Able to attach personal meaning to
those activities
Beginning to seek out leadership
opportunities
Helps younger members with project
May start thinking about ways to
incorporate leadership into current
project goals
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Enjoys expressing individuality
Exploring career avenues and lifelong hobbies related to projects
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Leadership is a common mode of
operation
Leadership becomes a goal within
the project area
Easily able to identify leadership
accomplishments
Most leadership occurs within the club
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Able to express knowledge gained
and apply it to other areas and new
situation
Attitude based on prior experiences
and feelings of competence.
Sees the relationship between goals
and project accomplishments
Able to set and achieve more
complex goals
Uses goals to direct project learning.
Leadership expands beyond club
leadership
experiences
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setting
Member of committee
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Experiences in 4-H
Citizenship and
Community Service
Participation in
citizenship and
community service
activities within the
project area and other
club and county
experiences
Evidence of concern
and respect for others
Supporting Evidence
Understanding of
oneself (strengths and
weaknesses)
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(market & breeding animals,
horse & pony, dog, poultry,
dairy goats, rabbits)
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Interested in maintaining friendship
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Prefer to focus on strengths rather
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than weaknesses
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Trying to find out more about likes and
dislikes and areas of interest
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Attempt new activities
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Financial report
Livestock worksheet
Club community service projectsprobably not related to project areas
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Citizenship and community service
experiences are with friends
May seek out these opportunities
more as older intermediates
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Starting to see opportunities for
citizenship related to projects they are
most interested in.
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Evidence of evaluation
of goals and
accomplishment
Citizenship and community service
occurs primarily within the context
of club activities
setting, may have limited experience in
multi-club or county level
Club officer with greater responsibilities
Chairs committees
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Simple Evaluation - "Did I meet my
goals - yes or no?"
Relies on satisfaction with work as
evaluation measure
Adult opinions/Ribbon placing basis
for self-evaluation
Realizes market animals feed
requirements increases with size
Able to calculate ADG
Profit/loss of project
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4-H/4-H Record Keeping.WhatCanBeExpected.Revised 6.2013 (Print only pages 1&2)
level
Capable of organizing events and
activities for county-wide groups
Leadership skills are developed in
organizations outside of 4-H
Participates in personal
citizenship and community service
activities
Coordinates citizenship and
community service activities for
their club, county group or
community
Plan and coordinate
citizenship/community service events
for self and groups
Interested in citizenship related to
project areas-probably have
additional goals within the project
Concern for peer group and those who
are close to them
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Begin to see needs of those outside
of peer group, perhaps within the
larger community
Confused about self
Starting to recognize strengths and
weaknesses
Egocentric
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Settling on personal beliefs
Recognizes strengths and
weaknesses
Beginning to evaluate progress in the
total project area
More likely to see areas for
improvement
Starting to make plans for next year
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Complex evaluation
Analyze steps toward completing a
goal
Able to see areas for improvement
Realizing that every project has cost
Market project still begins at weigh-in
and ends at fair
Calculates feed efficiency (market
animals)
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Financial report more detailed
Monthly costs reflect market changes
Project may continue after fairs
Revised 6.2013