Publications
Sharpen Your Judgment
4-H Volunteer Leaders' Series
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What Is Judging?
• Why Have Judging in 4-H?
• Value to 4-H Members
• When Does
Judging Training Start?
• How Do We Teach
Judging Skills?
• Voting Game
• Group Leader Method
• Individual Judging
• Giving Reasons
• How to Give Oral Reasons
• Delivery
• 4-H Competition
Sportsman's Motto
"To Make the Best Better" is the 4-H motto. How do we know what
is best? How can we learn to make it better unless we learn standards and
develop the ability to make sound decisions? Each experience that helps us make
wise decisions enriches our lives. Good judgment is based on proper information
and ability to make wise decisions.
To present a broad scope of judging, we will answer four big
questions:
Judging is making a decision and telling why you made it. Seldom
a day goes by that you do not have decisions to make. When you buy groceries,
you must constantly choose between brands while considering quality, size and
cost in making a purchase. How carefully we select the apples from a grocery
counter! Also consider the many decisions involved in the selection of an
automobile. In 4-H, judging is essentially a matter of comparing two or more
items and deciding which is better and why.
The key to successful judging is having knowledge about the
items to be judged. If 4-H members know what factors make up an ideal birdhouse,
dress or loaf of bread, then they are more able to recognize a top-quality
product.
Judging is a valuable teaching technique for the 4-H leader. It
provides leaders another way to present project information to the 4-H members.
Judging can be used by leaders to stimulate interest in a subject or as an
incentive to motivate better work.
-
Teaches members to appreciate high standards.
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Teaches members to observe closely.
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Teaches members to develop their reasoning ability.
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Teaches members to make sound and systematic decisions
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Teaches members to improve their own work.
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Teaches members to develop the ability to concisely
express thoughts.
Judging training can start as soon as project meetings begin.
Successful judging depends on knowledge of the product or animal to be judged.
With this in mind, it is easy to see that the basis for judging starts when the
leader begins teaching members about the product they are making or growing.
Judging training needs to come at the beginning of the projects so members may
use this knowledge in selecting materials or animals for their project.
Judging activities are teaching tools that can be used at 4-H
meetings. For the younger member or for those inexperienced in evaluation, you
might want to use the Voting Game or the Group Leader Method.
The voting game is a good way to begin judging quality. Two
samples of an item, labeled 1 and 2, are placed on a table. The leader reads
each characteristic to be considered and members vote for either 1 or 2. When
each characteristic has been voted on, the scores are tallied and the results
announced.
Judging in a group is another good way to learn. By working in a
group, 4-H'ers gain confidence in their opinions. The group chooses a leader,
but everyone works together. The group members discuss one article or a class of
articles informally. The group decides how the article should be rated and
discusses reasons for the choice. Members learn from each other, sharing in the
success when the rating is correct and in the responsibility when it is wrong.
The group leader makes notes and reports group decisions and reasons,
emphasizing the important points and correcting any errors.
When members have become more skilled in judging, have them try
it on their own. Steps they would take include:
-
Study the scorecard or standards - Before attempting
to judge a product, study the scorecard that applies. If a scorecard does
not exist, discuss major characteristics and the importance of each.
Members are ready to compare when they become familiar with
the characteristics of a product, know the terms that describe it and have
some idea of what a good product really is.
Ways 4-H'ers can study standards and quality are:
Study scorecards or score sheets.
Read project materials - Study and discuss facts in
project books. List the important qualities mentioned.
Study pictures - Use pictures from magazines to help
members select desirable qualities. In some projects, like poultry, you can
get pictures made especially to teach judging.
Discuss sample products - Have members bring samples
of a predetermined item made or grown to a club meeting. Have them compare
their items to the characteristics of a good product.
Attend exhibits or fairs - 4-H'ers may have an
opportunity to watch a judge make his or her placings on exhibit days or at
the fair. Encourage members to listen to the comments so they can understand
how placings are made.
Make tours and trips - Visit farms, stores and
processing plants. Ask the people in charge what they consider when judging
their products.
-
Judge one article - Use the information learned while
studying the standards or score sheet and apply it to a product. Evaluating
a single item or animal early in the project would be time well spent before
setting up a full class.
-
Judge a class of four items - Let's consider ways of judging
a class of four:
Observe - Get an overall feeling of the class. Look
for something that stands out - an easy top or bottom placing, or a class
that divides itself clearly into a top and bottom pair. This helps narrow
the class and gives a mental picture that will help when reasons are given.
Examine and compare - Check each item individually.
Placing may be confirmed or changed on closer examination. Handle the
products, if permitted, to help discover finer points or quality.
Decide - Make a final decision on placing of the
items.
Tell why - Take notes to prepare for those classes
that require reasons.
In judging contests, knowing which item is best is only half the
battle. Being able to record the information and give reasons for the decisions
is the other half. In preparing 4-H'ers for a contest, be sure they are familiar
with the judging card. A sample card is shown in Figure 1.
In all judging activities each contestant will have one card per
class. The card should be filled out completely and accurately. Note the
information requested. First, the contestant number. In many contests this will
already be filled out. Next, the class. This refers to the kind of articles
being judged; for example, jeans, broken out eggs, menus, etc. All possible
combinations for placings are listed on the right-hand side of the card. 4-H'ers
should make their choice clearly and avoid any extra markings on their card. The
judging card for each activity will vary slightly. The placing score and reason
score will be filled in by the tabulator and reasons judge.
Figure 1.
Sample 4-H Judging Card |
| Contestant Number |
1 |
2 |
3 |
4 |
| 1 |
2 |
4 |
3 |
| 1 |
3 |
4 |
2 |
| 1 |
4 |
2 |
3 |
| 1 |
4 |
3 |
2 |
| Call |
2 |
1 |
3 |
4 |
| 2 |
1 |
4 |
3 |
| 2 |
3 |
1 |
4 |
| 2 |
3 |
4 |
1 |
| 2 |
4 |
1 |
3 |
| 2 |
4 |
3 |
1 |
| Placing Score |
3 |
1 |
2 |
4 |
| 3 |
1 |
4 |
2 |
| 3 |
2 |
1 |
4 |
| 3 |
2 |
4 |
1 |
| 3 |
4 |
1 |
2 |
| 3 |
4 |
2 |
1 |
| Reasons Score |
4 |
1 |
2 |
3 |
| 4 |
1 |
3 |
2 |
| 4 |
2 |
1 |
3 |
| 4 |
2 |
3 |
1 |
| 4 |
3 |
1 |
2 |
| 4 |
3 |
2 |
1 |
| Total Score |
|
Even if a 4-H'er places a class correctly, they won't learn much
unless they know why they placed the products as they did and can easily explain
their choices or give reasons. Being able to give reasons is perhaps the most
important part of the judging process. Reasons may be given orally or may be
written.
Oral reasons are what we call telling someone why and how you
placed a class, by comparing the good points and the faults of a product.
Beginning judges often may use a few notes, but more experienced members will
want to talk from a mental image to logically and accurately defend the placing.
-
Taking notes - It is impossible for anyone to
remember all the details of a class; therefore, members should make a
practice of taking notes. Notes will help recall the visual image of the
product or animal.
A class of four divides itself into three pairs: a top pair, a
middle pair and a bottom pair. Encourage 4-H'ers to use a note-taking system
that is simplest for them.
Look for big things first. Judge the whole product and not
just a particular part - keep the scorecard in mind. Notes should be brief.
Use them as reminders of things to mention, and use them only during
rehearsal time while waiting to give reasons.
The ability to effectively express one's self is an important
quality. How well you organize your thoughts will largely influence how well
you are understood by the listener. Use a system of presenting reasons that
is logical, clear and easy to follow. Since the class divides itself into a
top, middle and bottom pair, the same basic procedure should be used to
present each pair.
-
Style and Form -- These steps will help your 4-H'ers
give reasons:
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Opening Statement - Give the name of class and
order of placing. For example: "I placed this class of sweaters - 4123." Any
extra comments may then be inserted such as, "I thought this was an obvious
two-pair class."
-
Explanation - This is most important.
Top Pair - General statement. Start with the most important general
points for placing this pair. Tell why the top article was placed first and
compare it with the one placed second.
Grants - If the second place is superior in some
respects, indicate the most important first.
Middle Pair - Follow the same procedure as for top
pair.
Bottom Pair - Follow same procedure.
-
Closing Statement - Repeat the name of the
class and order of placing. For example: "For these reasons, I placed this
class of sweaters 4123."
Figure 2 shows a reasons worksheet you may want to use with
4-H'ers until they become familiar with the basic form for giving a set of
reasons.
Remember to speak clearly and convincingly when giving reasons.
Avoid meaningless words such as "better," "I like," "that," "it," "for being,"
"kind of" and other words and phrases which add little to your reasoning. Use
precise descriptions in telling the judge why one item is better than another.
When presenting reasons to a judge, look at the judge at all
times, standing straight and still. Talk at a rate of speed which is easily
understood. Don't talk too loud, adjust voice volume to the room or setting. A
set of oral reasons in a judging contest should not exceed two minutes in
length.
Figure 2
Reasons Worksheet |
|
CLASS NAME ___________________ PLACING
_______________________
I. OPENING STATEMENT
I placed this class of
(class name) : (_____) (_____) (_____) (_____) (Insert any
extra comments about the class in general, such as, "I thought this was
an obvious two-pair class.")
II. EXPLANATION
Top Pair
In my top pair, I placed (_____) over (_____). (Tell
why) __________________
_______________________________________________________________
_______________________________________________________________
I grant that (_____) was (_____) than (_____). However,
I criticize ( ) and place it second because
_________________________________________
_______________________________________________________________
Middle Pair
In my middle pair, I placed (_____) over (_____). (Avoid
saying circle, steer or skirt - just use numbers.) (Tell why)
__________________________________
_______________________________________________________________
I grant (_____) over (_____) because
________________________________
_______________________________________________________________
However, I criticize (_____) and place it third because
___________________
_______________________________________________________________
Bottom Pair
In my bottom pair, I placed (_____) over (_____)
because________________
_______________________________________________________________
I grant (_____) over (_____) because
________________________________
______________________________________________________________
But I criticize (_____) and place it last for these
reasons: ________________
______________________________________________________________
III. CLOSING STATEMENT
For these reasons, I placed this class of
_____________________________
(_____) (_____) (_____) (_____). |
"Keep your head when you win and your heart when you lose."
Sometimes leaders and members may dislike the way a judging
activity is handled or a judge's decision. It is important to try to be fair and
reasonable. Keep in mind judging is not like scientific testing:
• Even experts sometimes disagree.
• Standards change as research helps us get improved practices and products.
4-H members should:
• Play fair.
• Respect others' rights to their opinions.
• Keep an open mind.
• Be willing to try again.
JUDGING is selecting by comparing.
JUDGING is a daily experience.
JUDGING is a way of learning.
JUDGING is a
way of teaching.
JUDGING CAN BE FUN AND CHALLENGING.
Adapted for use in Arkansas by Dr. Darlene Z. Baker, state
leader - 4-H youth development, Cooperative Extension Service, University of
Arkansas, from material originally prepared by the University of Missouri -
Columbia, 4-H Youth Program.
| Author: |
Darlene Z. Baker Ph.D., State Leader - 4-H
Youth Development |
DR. DARLENE Z. BAKER is state leader - 4-H youth development,
Cooperative Extension Service, University of Arkansas, Little Rock.
4HCJ5-PD-10-02R
|
