Welcome to the United States Academic Decathlon orientation session for interview judges We appreciate your willingness to volunteer your time to this academic competition The United States Academic Decathlon program strives to provide an opportunity for high school students to experience t ID: 753268
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Slide1
Interview Judge TrainingSlide2
Welcome to the United States Academic Decathlon® orientation session for interview judges. We appreciate your willingness to volunteer your time to this academic competition. The United States Academic Decathlon® program strives to provide an opportunity for high school students to experience the challenge of rigorous academic competition.
WelcomeSlide3
Promote wholesome interschool competition in academic areas of study Stimulate intellectual growth and achievementEncourage public awareness and interest in outstanding programs in our schools
Academic Decathlon GoalsSlide4
The USAD program provides a format in which high school students compete in 10 subject areas. Seven of the events are considered objective in nature. These events have written examinations. Objective events include: economics, art, literature, mathematics, social science, science, and music.
USAD Objective EventsSlide5
Three events involve communication skills:SpeechInterview
Essay
USAD Subjective EventsSlide6
The culmination of the competition is the “Super Quiz.” It is a stand alone team event held before a large audience. Each scholastic group answers 13 questions in a quiz show format.
Super QuizSlide7
A team consists of nine students:Three honor students with a 3.750 – 4.00 GPAThree scholastic students with a 3.00 – 3.749 GPAThree varsity students with a 0.00 – 2.999 GPA
Team MakeupSlide8
The purpose of this orientation is to familiarize you with the interview event.An interview has two primary functions – to give information and to get information.In the Academic Decathlon framework, the interviewing process involves a panel of judges posing questions to and eliciting answers from the decathlete.
Orientation PurposeSlide9
Context of the Interview competition – about Academic DecathlonInterview process, format and proceduresJudging criteria and types of questionsEvaluating the interview with the USAD rubricPractice – sample interviews
After the interview
Q & A
Session OverviewSlide10
The general content of the interview should be based on:Contest-related Questions. Some questions should relate specifically to the Academic Decathlon competition – preparation, events, struggles and/or rewards.
Standard Interview Questions
. Other questions may closely parallel those of a professional or college interview.
The InterviewSlide11
The interview experience is designed as a teaching instrument to prepare students to present themselves in a positive manner. Interview skills include:Interpersonal skillsListening skillsAnswering skills
Interview SkillsSlide12
It is important that the interview be as objective as possible. All students must have an equal opportunity to express themselves on questions that provide a uniform basis for evaluation.Questions should be structured as to provide each student with an opportunity to succeed in presenting themselves in a positive manner.
Objectivity and BalanceSlide13
Students will be judged on their ability to:
Present ideas and responses that are appropriate to the setting and to the questions asked.
Judging CriteriaSlide14
Listen to the comments and inquiries of the interviewers and elaborate with interesting detail and vivid impressions while avoiding repetition.
Judging Criteria (cont.)Slide15
Establish and maintain rapport with members of the interview judging team through voice, gestures and attitudinal posture.
Judging Criteria (cont.)Slide16
Use voice, vocabulary and language structures appropriate to informal oral communication.
Judging Criteria (cont.)Slide17
Provide a setting that is conducive to the decathlete presenting himself/herself to the best of his/her ability. Remember – the students may be nervous and apprehensive. Put them at ease and make them feel comfortable as soon as possible.
Interview GoalSlide18
Arrangement:Room Setup
Interviewer
#1
Interviewer
#2
StudentSlide19
Create a positive and relaxed interview atmosphere that gives the student the opportunity to respond to the best of his/her ability.Greet each student at the door of the interview room. Be responsive to the student’s level of comfort. Help the students relax if you sense apprehension.
Judging ResponsibilitiesSlide20
Meet & Greet:At the scheduled time, the head judge should greet the decathlete.Using his/her name, the chairperson should then introduce himself/herself.
The other judges will introduce themselves.
Judging Responsibilities (cont.)Slide21
The primary function of each interview panel is to conduct objective, consistent and uniform interviews.The panel should maintaining a balance of question content. Each judge should be involved in asking questions.
Each judge should be personable, attentive and responsive to student’s comments.
Judging Responsibilities (cont.)Slide22
Ask a balance of questions from the Interview Question Worksheet and from the student’s résumé.Ask appropriate follow-up questions.
Avoid controversy. Do not initiate questions about religion, politics or morality.
Avoid “
gotcha
” questions and questions that tend toward the trivial.
Do not argue, interrupt or display authority that will put the student on the defensive.
Judging Responsibilities (cont.)Slide23
Refrain from initiating questions regarding:RaceCreedEthnic groupsNational origin/ancestry
Political beliefs or affiliations
Religious doctrine
Judging Responsibilities (cont.)Slide24
Be an active listener.Listen not only to what is being said, but also observe how
it is said.
Be aware of the tone of voice, the use of facial expressions and gestures, and the overall physical demeanor of the student.
Note also the vocabulary, sentence structure and coherence of the response and their appropriateness to the question posed.
Judging Responsibilities (cont.)Slide25
Allow the student to complete his/her comments before moving to the next question or ending the interview.Although judges should not interrupt a student or overtly control the length of a student’s response, sometimes a gentle nod or a smile will serve to move the interview along.
Judging Responsibilities (cont.)Slide26
KEEP ON SCHEDULE!Allow exactly 10 minutes per student:1 minutes preparation time between interviews7 minutes interview time
2 minute evaluation time following the interview
Judging Responsibilities (cont.)Slide27
AFTER the student leaves the area, rate the student’s interview performance according to the ten categories of communication skills listed on the official Academic Decathlon Interview Evaluation Form. Note: It is distracting to the student to be rated while he or she is speaking.
Set aside completed rubrics.
Judging Responsibilities (cont.)Slide28
As an interview panel, determine who will:Greet the studentAsk the first question
Before the Interview BeginsSlide29
USAD provides a question worksheet to be used in conducting student interviews. Before the interviews begin, the judging panel should select/assign interview questions to each judge.Interview Question WorksheetSlide30
Possible topics for the interview:Selecting a college or universitySelecting a field of study in collegeInvolvement in extra-curricular activitiesPreparation for competition
Content from student’s résumé
Question CategoriesSlide31
What process are you using to select a college, career or job?What made you decide to participate on your Academic Decathlon team?How has the Academic Decathlon experience affected you?
Who is or has been the most influential person in your life and why?
Sample QuestionsSlide32
All scores must be submitted on the official USAD Interview Scantron Forms.In most cases the scoring coordinator will have pre-filled the Interview Evaluation
Scantron
Forms with each decathlete’s name and identification number as well as the number assigned to each interview judge (#1, #2, #3).
Interview
Scantron
FormSlide33
Each member of a judging team should have one Interview Evaluation Scantron Form for each decathlete scheduled during the interview event.Use the student identification number on the interview schedule to double-check the accuracy of the forms.
If you have a form in your packet that does not belong, OR if you are missing a form for a student scheduled for your judging team, please let the Interview Coordinator know.
Interview
Scantron
Form (cont.)Slide34
Ask predetermined open-ended questions which cannot be answered by a “yes” or “no” response.
Follow-up questions to seek clarification or to expand the student’s comments are also appropriate.
Open-ended QuestionsSlide35
Certain words facilitate open-ended responses while others encourage the opposite response: OPEN CLOSED What Is
Why Do
Where Has
How Can
Tell me Will
Explain Shall
Open-ended Questions (cont.)Slide36
Ask a question on…
Plans following high school graduation and/or identifying a career/employment goal
Individual and/or team preparation for Decathlon
How the individual became interested and/or involved in Decathlon
People or events that have strongly influenced the student’s life
Most difficult event in the Decathlon
More Questioning StrategiesSlide37
Develop a team questioning strategy.Maintain a rhythm in asking questions.Ask follow-up questions.Evaluate independently—do not confer or share view until all rubrics are completed
Maintain consistency in your individual judging.
Double check the
Scantron
forms to make sure that all categories are scored.
Organize materials for collection.
Panel DynamicsSlide38
Through the interview process, the individual reveals:Problem solving skillsOrganizational skillsAnalytical skillsPromotional skills
When asking questions of the candidate, keep these skills in mind. Help the candidate to develop experience in answering questions that reveal these skills
Interview SkillsSlide39
The interview will last 7 minutes.Do not begin the interview until the moderator says “Begin” and the countdown clock begins.Timing the InterviewSlide40
After seven minutes has elapsed as indicated on the countdown clock:Signal that the interview is over by thanking the student for their participation and wishing them well in the rest of the competition.DO NOT comment specifically on the student’s performance or provide any indication of his/her score.
As the Interview is EndingSlide41
You will have 2 minutes to score:Evaluate the student using the Scantron Evaluation Form.
Verify the student name before marking the grid.
Use only a #2 pencil to fill in the bubbles completely.
REMEMBER
Judges must
not
collaborate or compare notes.
Judges score individually and are not to discuss ratings for a student.
Scoring the InterviewSlide42
Rubrics provide a means for quantifying intangibles such as responsiveness, warmth, facility, genuineness and sincerity.Evaluate the student in each of the rubric categories.Students should be practiced but personable.
Looking at the RubricSlide43
VOICE is the way a speaker controls volume, clarity and distinctness of voice to gain greater audibility. Strong voice implies control of:RateVolumePitch
Effective voice control is essential for maintaining interest, holding attention and conveying self-assurance.
Rubric CategoriesSlide44
LANGUAGE USAGE refers to the:Appropriate choice of words Proper use of grammarCorrect enunciation
Language should promote a clear understanding of ideas and be appropriate for the occasion.
Rubric Categories (cont.)Slide45
INTERPERSONAL SKILLS are measured by a candidate’s ability to establish rapport with interviewers.The candidate’s response should correspond to and interact with the interviewers’ questions, and he/she should stimulate an involvement with the interviewers.
Rubric Categories (cont.)Slide46
NON-VERBAL LANGUAGE refers to the manner in which the candidate effectively usesGesturesFacial Expressions
Physical involvement
Rubric Categories (cont.)Slide47
MANNER is measured through the candidate’s ability to speak with:EnthusiasmConfidence
Assurance
Student should be fully engaged and enthusiastic about the interview process. The candidate should be direct in his/her response.
Rubric Categories (cont.)Slide48
LISTENING SKILLS refers to the ability to analyze and interpret “what is being asked”.The candidate’s responses to the questions will give an indication of his/her level of attention and his/her ability to identify, sort and process the information being requested.
Rubric Categories (cont.)Slide49
ANSWERING SKILLS refers to the ability to:Address the question directlyPresent information in a clear and concise mannerOrganize information in a logical and sequential order
Provide responses appropriate for the audience
Pace conversation to convey necessary information and achieve purpose
Order, logic, imagination, intelligence and other personal qualities are reflected in the way answers are given. All information presented should be relevant to the question being asked.
Rubric Categories (cont.)Slide50
RESPONSES refer to the quality of the answers given. The candidate should reflect on the questions to provide thoughtful and insightful responses.A well thought-out answer engages the interviewers’ attention and gives insight into the candidate’s personal qualities, skills, goals and experiences
.
Relevant examples and illustrations support the answers. The candidate should speak with certainty and conviction.
Rubric Categories (cont.)Slide51
OVERALL EFFECTIVENESS measures the:Nature of information providedManner in which it was communicatedOverall impression it created
Rapport established between the interviewer and candidate
Some questions to consider
:
Did the candidate provide the information requested in a skillful manner?
Was the information relevant and meaningful?
Was the candidate able to achieve a positive impression of his/her skill, experiences and personal qualities?
Rubric Categories (cont.)Slide52
APPEARANCE refers to the appropriate attire of the candidate. The candidate follows USAD dress standards in choosing attire that is appropriate for an interview.Rubric Categories (cont.)Slide53
Thanks again for your help. Without you, this important competition could not occur.Enjoy yourself. You are going to meet some amazing and impressive young people who are a tribute to our schools.Everyone at USAD appreciates your time and energy.
Thank You!