SAGE Judging Criteria 2008-2009


Here is a handy summary of the ten criteria:

  • New commercial enterprise
  • Continuing commercial enterprise (if the SAGE team is a veteran team)
  • New social enterprise
  • Continuing social enterprise (if the SAGE team is a veteran team)
  • Global component
  • Civic engagement
  • Environmental stewardship
  • Use of resources (university mentors and BAB)
  • Media
  • Measuring results

 

Below is a more detailed explanation.


For a high school team to participate in a SAGE Tournament it should create and implement ventures, activities and projects that meet as many of the 10 SAGE Judging Criteria as possible.


In their annual report and verbal presentation, how effective were the students in demonstrating that they:

Pts.
  • planned and operated at least one new, commercial business; in doing so, the students showed that they learned about entrepreneurship and business, and were able to apply their knowledge and skills to plan and implement their business; the primary purpose of a commercial business is profit; a secondary purpose can be to solve a social problem.

10
  • planned and operated at least one continuing, commercial business; in doing so, the students showed that they learned about entrepreneurship and business, and were able to apply their knowledge and skills to plan and implement their business (Note: If this is a SAGE team’s first year, it may “opt out” of this criterion and ask judges to weight Criterion (1) a total of 20 points).

10
  • planned and operated at least one new social venture; in doing so, the students showed that they learned about social entrepreneurship and socially-responsible business, and were able to apply their knowledge and skills to plan, implement and sustain their venture. The primary purpose of a social venture is to solve a social problem; a secondary purpose may be to make a profit. (Note 1: to earn the maximum points, SAGE USA teams must complete an action plan as an official Youth Venturer at http://www.genv.net/?tg=articles&topics=43).

10
  • planned and operated at least one continuing social venture; in doing so, the students showed that they learned about social entrepreneurship and socially-responsible business, and were able to apply their knowledge and skills to plan, implement and sustain their venture (Note: If this is a SAGE team’s first year, it may “opt out” of this criterion and ask judges to weight Criterion (3) a total of 20 points).

10
  • Included at least one type of “global” component in their activities during the year (e.g., did students work with students or businesses from another country to import/export products; did they study how free markets work in an economy other than their own; did they study who are the key policymakers in a global economy?).

10
  • Understand the importance of civic engagement in a democratic society, and that each citizen can exercise their freedom by registering to vote and participating in public elections?

10
  • Understand the importance of being responsible stewards of the environment in a market economy?

10

In their projects, how effective were the students in:

 
  • Utilizing their resources, including at least one or two “consultants/mentors” from a nearby college or university, and a Business Advisory Board (each team should have at least three active BAB members, at least two of whom come from the private sector) to help them identify, deliver, assess and present their projects?

10
  • Utilizing mass media (e.g., newspapers, TV, radio, billboards, newsletters, a website devoted to SAGE)? Attach newspaper articles to the annual report.

10
  • Measuring the results of their projects (e.g., pre- and post-tests; financial statements)?

10

TOTAL POSSIBLE POINTS

100

Note:  Each team should strive to maximize points based on its mission, goals and objectives.  Not all teams will address all of the judging criteria, but the most competitive teams will likely address most, if not all, of them.  A team is encouraged to combine at least two of (1) through (5) above.  For details explaining each criterion, please see “Interpretation of Judging Criteria” on the following pages. Judges will be presented with these interpretative guidelines before the competition, and will be urged to read them carefully.  See http://sageglobal.org for ideas of successful ventures


 

SAGE Judging Criteria Scoring Rubric

High School:

 

Judge:

 

Section I.Based on examination of their Annual Report and Verbal Presentation, to what degree did the student team demonstrate…

Element

High

Medium

Low

Pts.
Possible

Pts.
Awarded

1. Entrepreneurship Applied to a NEW Commercial Entrepreneurship Venture

Completed one or more new entrepreneurial ventures and demonstrated evidence that they have learned about entrepreneurship and business and applied that knowledge to plan and implement their venture(s). Making a profit is primary; solving a social problem is secondary.

10  9  8

Completed one or more new ventures. Some knowledge of entrepreneurship and business was applied to the planning and implementation of their venture(s).

 

7  6  5  4

A new venture was not completed, or knowledge of entrepreneurship and business skills was not applied to the planning and implementation of their venture(s).

 

3  2  1

 

 

 

 

    10

 

2.Entrepreneurship Applied to a CONTINUING Commercial Entrepreneurship Venture

Sustained one or more entrepreneurial ventures from prior years and demonstrated evidence that improved upon these venture(s). Making a profit is primary; solving a social problem is secondary.

 

                            10  9  8

Sustained one or more ventures from prior years. Some knowledge of entrepreneurship and business was applied to the continuation of their venture(s).

 

                  7  6  5  4

There was little or no evidence that ventures started in prior years were continued.

 

 

                     3  2  1

 

 

 

 

10

 

3. Social Entrepreneurship
Applied to A NEW Venture

Completed one or more new social entrepreneurial ventures and demonstrated evidence that they have learned about social entrepreneurship and applied that knowledge to plan, implement, and/or continue their venture(s). The team indicated that they registered at least one of their ventures as a Youth Venturer at the Youth Venture web site. Solving a social problem is primary; making a profit is secondary.

 

10  9  8

Completed one or more new and/or continuing social entrepreneurial ventures. Some knowledge of social entrepreneurship was applied to the planning and implementation of their venture(s). The team did not provide evidence that they registered at least one of their ventures as a Youth Venturer at the Youth Venture web site

                     7  6  5  4

Have not completed a social entrepreneurship venture or activity, or do not demonstrate understanding of the concept of social entrepreneurship.

 

 

 

                    3  2  1

 

 

 

 

 

 

     10

 

3. Social Entrepreneurship
Applied to a CONTINUING Venture

Completed one or more new and/or continuing social entrepreneurial ventures and demonstrated evidence that they have learned about social entrepreneurship and applied that knowledge to plan, implement, and/or continue their venture(s). The team indicated that they registered at least one of their ventures as a Youth Venturer at the Youth Venture web site. Solving a social problem is primary; making a profit is secondary.

10  9  8

Completed one or more new and/or continuing social entrepreneurial ventures. Some knowledge of social entrepreneurship was applied to the planning and implementation of their venture(s). The team did not provide evidence that they registered at least one of their ventures as a Youth Venturer at the Youth Venture web site

                     7  6  5  4

Have not completed a social entrepreneurship venture or activity, or do not demonstrate understanding of the concept of social entrepreneurship.

 

 

 

                     3  2  1

 

 

 

 

 

    10

 

4. A Global Dimension

Have demonstrated an extensive awareness and appreciation for conducting business in an international market (e.g., did students work with students or businesses from another country to import/export products; did they study how free markets work in an economy other than their own; did they study who are the key policymakers in a global economy?).

10  9  8 

Addressed this criterion somewhat, but did not provide substantial details about how they are more aware and appreciative of how business operates in other countries.

 

 

                   7  6  5  4

Have not demonstrated even a modest awareness or  appreciation for how business is conducted s in an international market

 

 

 

                     3  2  1

 

 

 

 

 

    10

 

5. Civic Engagement

Demonstrate an extensive understanding of principles of civic engagement in a democratic society (e.g., every citizen has the right to register to vote and may participate in public elections).

 

10  9  8 

Limited understanding of principles of civic engagement (e.g., may understand that each citizen can exercise his/her right to vote; yet does not understand that a citizen also has right to choose not to participate).

7  6  5  4

Do not understand principles of civic engagement.

 

 

 

3  2  1

 

 

 

 

10

 

6. Environmental Responsibility

Fully understand the importance of being responsible stewards of the environment while enjoying the privileges of participating in a free market economy.

 

10  9  8 

General  awareness of environmental issues as they apply to the business, yet does not understand principles of stewardship.

7  6  5  4

Do not understand, or did not address, how environmental issues apply to businesses in a free market economy.

 

3  2  1

 

 

 

10

 

7. Use of College Mentors and Business Advisory Board (BAB)

Effective use of one or two college mentors, and a Business Advisory Board, to identify, deliver, assess, and present their activity(s).

 

10  9  8 

Limited use of one or two college mentors, and a Business Advisory Board, to identify, deliver, assess, and present their activity(s).

7  6  5  4

Did not use college mentors or a Business Advisory Board

 

3  2  1

 

 

10

 

9. Use of Media

Effective use of media in publicizing the results of activities, including but not limited to newspaper, television, radio, billboards, the Internet, newsletters, fliers. SAGE teams that design their own SAGE web sites are viewed more favorably than those who don’t.

10  9  8 

Limited use of media to publicize the results of activities.

 

 

 

7  6  5  4

Failed to use media to publicize the results of activities.

 

 

 

3  2  1

 

 

 

 

10

 

10. Measured
Results

Effectively measured applicable results of activity (e.g., when appropriate, prepared income statements; conducted pre- and post-tests regarding results).

10  9  8 

Limited, or inapplicable, measurement of activity results.

 

7  6  5  4

Did not measure effectiveness of activity.

 

3  2  1

 

 

     10