BaRatSys

Basic Rating Systems for Judging and Selection of Awards
Used in 4-H Youth Development Programs

There are three basic systems for judging and selection of awards.

1. The Individual Comparison System - each entry is considered against every other entry and the final result is a rank ordered arrangement where the entry considered by the judge to be the finest is 1^st, followed by 2^nd, 3^rd, to the extent of the prizes to be offered. This is often used in judging open class exhibits or animal classes.

2. The Danish System - (also known as the group or grade system) each exhibit or presentation is considered in comparison with a standard and is evaluated as Blue (A) or excellent, Red (B) or good, White (C) or fair and Green (D) or worthy. Thus each entry or presentation is accorded a rating based on how it compares to the ideal or standard, not in competition or comparison with each other. This may be modified to have from two to four ratings or groups and the proportions of entries in each grade or group may vary at the discretion of the judge.

3. The Dual Merit System - This is a combination of the first two systems. Usually three groups are designated blue, red and white, based on how nearly the entries approach the ideal. Then some predetermined number of entries in the blue group are placed using the individual comparison system (class champions, grand, reserve champions, etc.) Frequently, the premium money is allocated to the individually placed entries with a lesser premium or only the ribbon going to the group placed entries.

Competition in 4-H Youth Development Programs

The following basic assumptions undergird the use of competition in 4-H Youth Development programs:

1. The ultimate concern is maximizing the growth and development of each individual who participates in a 4-H learning experience.
2. The 4-H Youth Development Program is designed to provide optimum growth of many youth rather than maximum growth of a few.
3. The 4-H Youth Development Program is designed to help youth learn to live in today's society and be prepared to live in the future.
4. The subject matter content of 4-H is expected to be research based and focused on societal issues facing young people.
5. Methodology used in organizing 4-H learning experiences is expected to be research based.
6. 4-H uses multiple delivery modes (community and project clubs, camping, school enrichment, special-interest groups) and assumptions about the use of competition are applicable to all modes.
7. All 4-H competitive events are designed to be learning experiences that contribute to the vision and mission of 4-H Youth Development and the Cooperative Extension Service.
8. 4-H learning experiences need to be cost effective (including private and public dollars and professional and volunteer staff time.
9. Recognition for success in competition with peers is only one of four types of recognition identified in the nationally approved Model for Recognizing 4-Hers
10. Motivation is the desire and will to act. It comes from within each person and arises from their human desire to secure the things needed or desired or to escape the things dreaded or feared. It is deeply personal and arises within each individual.

Primary Types of Competition

Interpersonal Competition
Johnson and Johnson (28) define interpersonal competition as one individual competing against all others involved in the competitive experience. Interpersonal competition is effective when:

1. Increasing performance in simple drill or speed-related tasks if quantity of work is desired and/or well-learned material needs reviewing,
2. Low-anxiety producing, relatively unimportant activities are used for a fun change of pace and a release of energy,
3. All learners believe they have a reasonable chance to win,
4. Clear and specific rules, procedures, and answers are available,
5. When learners are aware of their own progress and can monitor the progress of their competitors.

Interpersonal competition involves much less interaction among students and less coordination of behavior; therefore, fewer skills are essential to competing. These five skills are needed:

1. Learning to play fair; i.e., understand and obey the rules,
2. Being a good winner and a good loser; i.e., win with humility, pleasure, and modesty, and be gracious when you lose,
3. Enjoying the competition, win or lose,
4. Monitoring the progress of competitors to see how you stand,
5. Not overgeneralizing the results; i.e., winning doesn't make you a more worthwhile person or losing doesn't make you less worthwhile.

Intergroup Competition

Intergroup competition occurs when two or more learners work together cooperatively so they can, as a group, compete against other groups to achieve a goal. Intergroup competition is more effective than interpersonal competition. Evidence shows that competing as a group can be beneficial. It is important to note that all negative aspects about interpersonal competition also fit for intergroup competition. Johnson and Johnson (29) state, "Association with a group cushions the normal effects of failure..." because... "when the group loses, the loss may be taken less personally by each of the group's members."

Intergroup competition may enable the teacher or leader to:

1. Increase control over the student behavior,
2. Increase the influence of academic and other norms on student behavior,
3. Use peer pressure to promote achievement.

Recommendations for Improving the Youth Development Value of Educational Programs, Events & Activities

Avoid using undue pressure to secure participation in a competitive experience or to achieve a common degree of excellence. Make participation optional.
Have categories for participants in different stages of development and set standards appropriate for all categories to ensure the possibility of some degree of success for all contestants. Categories should relate to the content of the learning experience.
Standards of excellence, developed from research-based data, should be used for all competitive learning experiences and be made available to all interested youth and adults prior to participating in the program, event or activity. In judging the achievements or progress of young people, always explain the standards used and how selections are made in relation to these standards, rather than on the basis of comparing one person with another. Capabilities related to age and any other limitations should be considered by the judge.
Help judges and volunteer leaders recognize that concern for the individual is pre-eminent rather than the contest or award.
4-Hers in all competitive learning experiences should receive feedback on how they and/or their products compared to a predetermined and pre-announced standards of excellence. Conference judging or a form of face-to-face interaction is the preferred method for providing feedback to young people. Help youth develop intrinsic satisfactions which are more likely to foster increased self-esteem than extrinsic awards or recognition. As youth are able, provide them opportunities to use their knowledge and skills to teach or lead others.
Provide increasing opportunities for youth to evaluate their own work against challenging standards. Is competitive judging necessary to enhance the learning experience?
Keep competition in line with educational objectives, 4-H and Extension policy, and appropriate use of staff time for salaried and volunteer staff.
The Danish judging system provides every exhibitor with a recognition of his/her accomplishments. If conference judging is not possible, insist that the judge provide constructive written comments about the exhibit. Consider that participation ribbons or certificates may be sufficient.
Rules and enforcement of them should ensure that all exhibitors are treated equitably. Care should be taken to ensure that the exhibit reflects the work of the 4-H member and not the parent or leader.
Premiums and awards should be appropriate and consistent with the item exhibited and the effort required. There should be a high degree of equity throughout the exhibition.
Recognize exhibitors by making their names visible in conjunction with their exhibits. Use discretion and creativity in displaying exhibits so as not to overexpose those who placed in the lower grades.
Avoid singling out individuals either as a "parade of winners" or as recipients of a single bottom award.
Utilize teen and adult volunteers in as many leadership and decision-making roles as possible in conjunction with the program, event or activity. Increased responsibility and recognition for leadership may be one of the most valuable outcomes of the exhibition.
Attempt to make the exhibition a family affair. 4-H fairs and shows should strengthen, not weaken the family.

Conclusions

When Johnson and Johnson summarize the current research,⁽¹⁾ they say, "Children who learn cooperatively- compared with those who learn competitively or independently-learn better, feel better about themselves and get along better with each other." (41) For 4-H salaried and volunteer staff, these research data mean a serious rethinking of philosophy and operational practices. Kohn states, "Children simply do not learn better when education is transformed into a competitive struggle." (42)

Researchers and practitioners are aware that the research data and practical experience do not provide conclusive evidence related to the precise role of competition in youth development education. The concept of goal structure used by classroom teachers is a highly appropriate approach to fostering the growth and development of young people in 4-H. This concept could provide the framework for making 4-H learning experiences more effective. Volunteers and professional Extension staff, just as classroom teachers, should use the goal structure concept in designing their learning experiences so 4-Hers achieve the goals based on the 4-H mission.

In 35 of 37 studies reported by Johnson and Johnson (39), students in cooperative classrooms liked each other better; socialized during free time; had a higher regard for the school, subject matter studied, and the teacher; and had more confidence in themselves.

The overwhelming research evidence indicates the cooperative goal structures are the most effective learning structure for young people especially when one is concerned about interpersonal behavior. Although more research data is needed, Johnson and Johnson state, "Teachers should use all three goal structures in an integrated way, and students should be taught the skills necessary to function in all three types of situations." (40)

Sufficient evidence does exist, however, to identify the following conclusions for 4-H programming:

1. The three goal structures, cooperative, competitive and individualistic, are appropriate strategies for 4-H learning experiences.
2. 4-H learning experiences should first use cooperative goal structures before competitive and individualistic learning activities are introduced.
3. Competition can be a positive goal structure for helping young people increase their knowledge base, but when subject matter skills and life skills are learning co-goals (as in 4-H), then competition is a less desirable learning strategy.
4. All three components of 4-H competition, competing against ones best effort, against standards of excellence, and against one's peers, are appropriate ways to organize learning experiences.
5. Appropriately organized and adequately supervised intergroup competition provides a more effective 4-H learning experience than interpersonal competition.
6. Informed parents and staff (volunteer and professional) can make a significant contribution to helping make peer competition a positive learning experience for youth.
7. Only those young people who believe they have a chance to achieve their personal goals through competition will participate in a competitive 4-H event. The others withdraw or choose not to get involved.

Postscript

4-H volunteer and salaried staff are fond of saying that all who participate in 4-H competitive events are winners. They often say, "There are no losers in 4-H." Although no 4-H research refutes or documents this idea, ample research in other settings concludes that it is not a realistic observation. It is true that 4-Hers learn from any 4-H experience, but research data indicate that young people who do not achieve their goal in a competitive experience do not see themselves as winners.

4-H staff would be well advised to not use the statement, "There are no losers in 4-H," when helping young people analyze their experiences in 4-H competitive events. It would be more appropriate for staff to help 4-H competitors to explore their own feelings and think about the positive results of their competitive experience. With assistance, 4-Hers will be able to conclude that they did, in fact, learn something or meet one of their own goals, even though they weren't the winner.

The trend indicates that participation is declining in 4-H competitive events. Perhaps young people are indicating that 4-H competitive activities are not meeting their needs. Basically young people and adults participate in events, educational experiences, and activities that meet their needs. Placing emphasis on programs where only a few can succeed may be driving young people away from 4-H rather than attracting them and encouraging them to compete for recognition and satisfaction. Research repeatedly shows that young people compete only if they see they have all the opportunities to be successful. Furthermore, evidence shows that some young withdraw because they don't want to win at the expense of others. Have our 4-Hers, in spite of us, put into practice the 4-H philosophy on citizenship that says cooperation is the preferred way to achieve individual and group goals?

Bill of Rights for Young People in 4-H Competitive Events

Young people participating in 4-H competitive events have a:

1. Right to decide if they will participate.

2. Right to participate at a level commensurate with their maturity and ability.

3. Right to appropriate preparation before participating in 4-H competitive experiences.

4. Right to have appropriate guidance by parents, qualified 4-H volunteers, and professional staff.

5. Right to have informative evaluative feedback.

6. Right to participate as a young person and not as an adult.

7. Right to share in the leadership and decision making for the competitive learning experiences.

8. Right to participate in a safe and healthy environment.

9. Right to equal opportunity to strive for success.

10. Right to be treated with dignity.

11. Right to have fun participating in 4-H programs and activities.

Guidelines in Children's Sports,

February, 1999 - Bill Umscheid

1. Editorial observation. It is interesting to note that researchers who have reviewed research and synthesized the data into a set of findings have with few exceptions, not qualified their conclusions with phrases such as "tend to," "appear that," "in selected situation." They feel their findings are based on sound data and do not need these limitations.

Last Revised: 4/02/01

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