OSPA Judging Information

  • OSPA Resource Center will be located in the Ernest N. Morial Convention Center Poster Hall to assist judges.
  • The entire process, from sign-up to evaluation, can be done online at http://ospa.agu.org/2017/
  • If judges do not enter score immediately, they are encouraged to take notes on the paper evaluation form.
  • There is an icon for accessing the OSPA website in the Fall Meeting mobile app.
  • Judges should remain anonymous.
  • Judges cannot evaluate a student that they know personally or professionally.
  • All judges must enter their own scores into the online scheduling system no later than one week following Fall Meeting, Friday 22 December, 2017. It is recommended to enter scores as soon as possible following a student’s presentation.
  • Can’t make a presentation? Judges are responsible for finding a substitute. Ask a colleague or friend. Once a replacement has been found, email ospa@agu.org with information on the presentation and the name and email of your replacement judge.

OSPA Judging Criteria

  1. The goal should be to recognize the student, not the advisor or the drafting department.
  1. This is a presentation award. Please provide scores regarding the students presentation skills. Feedback may also be provided about the student’s science, but the focus is on the presentation.

The student’s presentation of the work, rather than the work itself, is the main focus OSPA. In learning to present their science, being critiqued, and receiving constructive criticism, students will gain the presentation skills needed later in their career; be it for a grant pitch or in the classroom.

  1. Evaluation

Evaluation should be based on criteria listed on the score sheet, such as timing, clarity of expression, effective use of illustrations, organization, and logic.

Oral Presentation

  • Should be audible from rear of room, with reasonably clear enunciation and absence of “um,” “er,” “you know,” etc. Some concession could be made for nervousness and for those who are not native English-speakers.
  • Time should be used effectively. The introduction should not take half the time with results rushed in the last minutes. Points should be deducted for running more than a minute over maximum time or rushing through their presentation. The student should have practiced the presentation often enough to ensure appropriate timing.
  • Slides should be legible from the back of room, labeled well and not crowded. The main point of the figure should be obvious without explanation. There should not be too many slides and points should be deducted for large data tables or multiple graphs on one figure.
  • If there are questions, the student should handle them with poise, understand the point of the question and be able to answer it.

Poster Presentation

  • The student MUST be present- their presentation of the poster is being judged, rather than the poster itself. (For this reason, E-posters cannot be judged.)
  • Students should speak clearly. They should tell you enough to explain any item, without going into excessive detail. They should explain the poster logically, starting with background and going on to results and conclusions.
  • The figures should be neat and legible. The poster should be logically arranged, rather than a jumble of figures in disarray. The title should be easily legible from 10 feet away and there should be an abstract or short summary. Points should be deducted for too much or not enough text.
  • There should be a summary diagram or list of conclusions.
  • The figures should be designed to be informative in a poster context, not just copies of something for publication.
  • Points can be awarded for an eye-catching set-up or use of color.
  • Students should be able to handle the poster presentation by themselves. If an advisor is present, deduct points if the student relies on them for assistance. If the advisor attempts to take over, continue to address your questions to the student.

Oral Content

  • Arrangement should be logical and should explain the problem to be addressed, describe methods (briefly), present result, and draw explicit conclusions. Points should be deducted for diverging into unnecessary details.
  • The purpose of the study should be clear, not just a description of data. At least one conclusion should be reached and substantiated by the data. Although it may be difficult, try to assess whether the student understands the significance of the work or is simply quoting his/her advisor.
  • The study may not be of vital importance, but should be elegant and contribute something new to the field, such as: useful new data, a new model or a test of an old model. There should be evidence of familiarity with the literature and work of others.

Poster Content

  • Same criteria as noted above.
  • The data should be enough to support conclusions but not overwhelming.
  • A few results that demonstrate the trend are better than trying to show every piece of data.
  • Either verbally or visually, there should be a statement of the problem and of the conclusions.

Thank you for helping provide students with valuable feedback!

Questions? Email ospa@agu.org or visit the OSPA Resource Center in the Ernest N. Morial Convention Center Poster Hall.