Volunteer judges are the heart of the history day program. During each contest event, judges review and give feedback on 6-8 student entries. Working in teams, judges spend time with each project and engage students in brief interviews about their research process. Then, they meet and rank entries, determining which will go on to the next level of competition. Judges come from many backgrounds - lawyers, teachers, librarians, museum and historic site staff, hobbyists, genealogists, professors, broadcasters, journalists, graduate students, and history lovers of all kinds. No special qualifications are required, except familiarity with the basic processes of historical research and the desire to help students grow as scholars and critical thinkers. There are two ways to judge: in person at a contest event, and remotely, using an online portal. Remote judges can work entirely from home. In-person judges join us on contest days for a short training session, project review and interviews, and a working lunch. NJHD provides breakfast, lunch and all the supplies needed for the event. We are pleased to offer Professional Development hours to educators who serve as judges through our host organization, the College of Education at William Paterson University. Interested in Being a History Day Judge? The first step is to register. Visit this link to download our 2024-25 Judges' Registration Guide. For more information, please contact NJHISTORYDAY@wpunj.edu. What is judging like? Check out a sample training session in the video below. How Entries Are Judged New Jersey History Day follows rules set forth by National History Day. Click here to view the NHD Rule Book and see the evaluation forms for each entry category. Regardless of which category a student enters, the following principles of evaluation will be used in the judging of National History Day entries. Historical Quality The most important aspect of an entry is its historical quality: 60% of the total evaluation. The judges' evaluation rests on the students' success at conducting historical research, interpreting their research, and drawing conclusions. A superior rating generally reflects positive responses to the following questions: Is the entry historically accurate? Does the entry provide analysis and interpretation of the historical data in addition to an accurate description? The entry should not simply recount facts but interpret them. Does the entry demonstrate an understanding of the historical context - the intellectual, physical, social, and cultural setting? Does the entry reflect historical perspective - the causes and consequences of an event, for example, or the relationship of a local topic to larger events? Does the annotated bibliography demonstrate solid research? Does the entry demonstrate a balanced presentation of materials? Does the entry use a variety of viewpoints (e.g., those who suffered as well as those who benefited, males, females, people from different racial or ethnic socioeconomic groups, as appropriate to the topic)? Does the entry demonstrate the use of available primary sources and secondary sources? Clarity of Presentation Although historical quality is most important, entries must be presented in an effective manner. This section is worth 20% of the total evaluation. Do not be carried away by glitz; simpler is often - but not always - better. The following questions will be considered by judges when looking at clarity of presentation: Is the entry original, creative, well organized, and imaginative in subject and presentation? Is the entry effective in communicating the significance of the topic? Is the written material clear, grammatical, and correctly spelled? In exhibits, are the title, sectional divisions, and main points easy to discern? Are photographs and images appropriate in terms of content and location? Is the overall project pleasing to the eye? In a documentary or performance, is the script clear? In a performance, do the students display stage presence? Is the visual material clear and appropriate for the type of entry? Do the students display adequate familiarity with their equipment? Adherence to Theme The entry must clearly explain the relation of the topic to the annual National History Day theme. This section is worth 20% of the total evaluation. The topic should be placed in historical context, and the entry must demonstrate the student's understanding of the significance of the topic in history. The entry should not confuse fame with significance. In other words, the entry should answer the questions, "So what? Why was this important?" It should not be just descriptive. The relationship of the entry's topic to the yearly theme should be explicit and should be integrated into the entry itself. Rules Compliance In addition to these three sections, a fourth section is at the bottom of the sheet, indicating compliance with the rules laid out in the Contest Rule Book. Rule infractions can, in some cases, lead to disqualification (or at the very least, an equally-qualified project to not advance over another), so please be sure to familiarize yourself with them. Questions? Your coordinators are here to help!
