THSH Taiwanese American Heritage Scholarship

Instructions and Guidelines for Judges

 

Please fill out one scoring worksheet for each application and refer to the following instructions.  The instructions below serve only as general guidelines in evaluating the applications.  The goal of these guidelines is to standardize the scoring process and make it as fair and objective as possible.  They are in no way intended to replace your expertise and judgement. 

The personal identifiers for each application have been blacked out.  Each application has been assigned an internal ID number for scoring purposes.  Please make sure the ID number on the scoring worksheet matches the ID number on the application you are scoring.

As the scoring sections do not necessarily follow the order of the sections outlined in the application, we recommend reading through the entire application first before evaluating the individual sections or filling out the scoring worksheet.

Each member of the panel will score the applications individually.  We will average the scores from the entire panel to arrive at the final score for each application. 

 

All sections will use a 0-5 rating. Please use the following as a guide.

5 – Outstanding:  The application materials exemplify superior or exceptional characteristics that contribute to the specific criterion. 

4 – Excellent:   The application materials illustrate very strong, but not exceptional, characteristic contributing to the standard.  The reviewer may have reservations, but there are redeeming features to compensate for or outweigh the reservations.

3 – Strong:  The application materials demonstrate strong characteristics.  However, the reviewer may have reservations

2 – Average:  The application materials are satisfactory.  The reviewer may have major reservations.  Certain characteristics related to the criterion are not present.

1 – Below Average:  The application lacks certain requested materials or the materials present are not satisfactory.

0 – Weak:  The application is considerably incomplete with inadequate materials present.

 

In certain sections, this rating will be multiplied by a common multiplier to arrive at the final score for the section.  This serves to weigh the section appropriately according to the point distribution table below. 

Criteria

Points

Academic Merit (30 points)

 

     Grade Point Average (GPA)

     10

     Standardized Test Scores

     10

     Awards & Honors

     10

Community Service (30 points)

 

     Extracurricular & Community Service Activities

     15

     Recommendation Letters

     15

Cultural Identity (40 points)

     Extracurricular & Community Service Activities

     Recommendation Letters

     Personal Statement

 

     10

     10

     20

 

Section I:  Academic Merit – GPA

All GPAs submitted would have been converted to a 4.0 scale if not already submitted on this scale.  If this is not the case in the application package that you received, please alert the scholarship committee.

Step 1 :  Assign points to the submitted GPA based on the table below

GPA

Points

< 2.0

0

2.0 – 2.4

1

2.5 – 2.9

2

3.0 – 3.4

3

3.5 – 3.9

4

4.0 & above

5

 

Step 2 :  Review the applicant’s transcript and counselor’s repot, and make note of quality of courses, rigor and intensity of courses, strength of senior course load, and presence of honor/AP/IB classes.  Assign a rating based on the table below. 

Course Load

Rating

Weak

1

Below Average

1.25

Average

1.5

Above average

1.75

Very Rigorous

2

 

Step 3 :  Multiply [points from step 1] x [rating from step 2] = final score for section I

 

Section II:  Academic Merit – Standardized Test Scores

Please review the applicant’s transcripts for SAT and ACT. 

*Note:  Since PSAT is taken prior to senior year and contains testing materials of a slightly different standard from the SAT, results of the PSAT (commended student, semifinalist, finalist) will be used in the Honors & Awards section instead. 

 

Step 1 :  Assign SAT points.  Only the Verbal and Math scores are used in this step.  The “writing score” will not be utilized in this section.  To obtain the SAT points, add the highest verbal score to the highest math score submitted, obtain a calculated total SAT score, then assign SAT points using the conversion table below.

Step 2 : Assign ACT points.  To do this, please take the highest ACT composite score submitted and convert it to ACT points using the conversion table below.

Step 3 : Take the higher points from Steps 1 & 2 and use this as the final points for Section II

 

SAT Score

ACT Score

Points

1600

36

10

1540-1590

35

9.52

1490-1530

34

9.04

1440-1480

1400-1430

33

32

8.56

8.08

1360-1390

31

7.6

1330-1350

30

7.12

1290-1320

29

6.64

1250-1280

28

6.16

1210-1240

27

5.68

1170-1200

26

5.2

1130-1160

25

4.72

1090-1120

24

4.24

1050-1080

23

3.76

1020-1040

980-1010

940-970

900-930

860-890

820-850

770-810

<770

22

21

20

19

18

17

16

<16

3.28

2.8

2.32

1.84

1.36

0.88

0.4

0

 

Example 1   If the applicant’s highest SAT math score is 520, his highest SAT verbal score is 580, and the highest ACT composite score is 31.  Then,

Step 1 yields 520 + 580 = 1100.  This is equivalent to 4.24 points based on the conversion table.

Step 2 yields 7.6 based on the composite ACT score of 31

Step 3 takes the highest points of the two (4.24, 7.6) and assign 7.6 as the final points for Section III.

Example 2   If the applicant’s highest SAT math score is 520, his highest SAT verbal score is 580, and he did not submit any ACT scores.  Then,

Step 1 yields 520 + 580 = 1100.  This is equivalent to 4.24 points based on the conversion table.

Step 2 yields 0 point because he did not take the ACT

Step 3 takes the highest points of the two (4.24, 0) and assign 4.24 as the final points for Section III.

 

Section III:  Academic Merit – Awards & Honors

Step 1 : Review the applicant’s awards and honors (including PSAT result).  Rate the applicant on a scale of 1 to 5

Step 2 : Multiply [points from Step 1] x 2 = final score for section III

 

Section IV:  Community Service – Extracurricular & Community Service Activities

In this section, evaluate the applicant’s community service and extracurricular activities based solely on the social and intellectual value of the activities.  How well these activities reflect cultural identity will be evaluated in a separate section.  Applicants should demonstrate evidence of sustained effort, achievement in one or more fields, and leadership.

 

 

Step 1 : Assign points for applicant’s involvement in extracurricular and community service activities based on the following table. 

Activities

Points

No activities

0

Participant in one or more activities

1

Leadership role in a few activities

3

Leadership role in many activities

5

 

Step 2 : Multiply [points from step 1] x 3 = final score for Section IV

 

Section V:  Community Service – Letters of Recommendation

We have asked the applicants to submit two letters of recommendation from a teacher, a counselor, or a community leader.  Each letter is evaluated separately.  In this section, please evaluate how well the recommendation letter demonstrate the applicant’s involvement in community service. 

Please consider the following when determining point allocation

·      the extent to which the writer provides specific examples of the applicant’s attributes;

·      the depth and breadth of the qualities being described;

·      evidence of unusual or remarkably distinctive qualities or attributes;

·      clarity of relationship;

·      the extent to which the writer knows the applicant.  Does he or she know the applicant well enough to make the recommendation

·      whether the letter specifically addresses the criterion of community service

Step 1 : Assign points to letter #1 based on the table below

Step 2 : Assign points to letter #2 based on the table below

 

 

 

Recommendation Letter

Points

Generic letter providing no specific examples

1

Writer provides some examples demonstrating applicant’s dedication to community service

3

Writer provides many examples demonstrating applicant’s dedication to community service

5

 

Step 3 : Add [points from step 1] + [points from step 2] = composite score

Step 4 : Multiply [composite score from step 3] x 1.5 = final score for Section V

 

Section VI:  Cultural Identity – Extracurricular & Community Service Activities

In this section, evaluate the applicant’s community service and extracurricular activities based solely on how well they reflect cultural identity.  The social and intellectual value of the activities have been evaluated in Section IV. 

Step 1 : Assign points to how well the extracurricular and community service activities demonstrate cultural identity based on the table below.

Activities

Points

Activities do not reflect cultural identity

0

One activity reflects cultural identity

1

Few activity reflects cultural identity

3

Many activities reflect cultural identity

5

 

Step 2 : Multiply [points from step 1] x 2 = final score for section VI

 

Section VII:  Cultural Identity – Letters of Recommendation

We have asked the applicants to submit two letters of recommendation from a teacher, a counselor, or a community leader.  Each letter is evaluated separately.  In this section, please evaluate how strongly the recommendation letter reflects the applicant’s cultural identity and dedication to the Taiwanese or Taiwanese American community. 

Please consider the following when determining point allocation

·      the extent to which the writer provides specific examples of the applicant’s attributes;

·      the depth and breadth of the qualities being described;

·      evidence of unusual or remarkably distinctive qualities or attributes;

·      clarity of relationship;

·      the extent to which the writer knows the applicant.  Does he or she know the applicant well enough to make the recommendation

·      whether the letter specifically addresses the criterion of cultural identity

Step 1 : Assign points to letter #1 based on the table below

Step 2 : Assign points to letter #2 based on the table below

Recommendation Letter

Points

Generic letter providing no specific examples

1

Writer provides some examples demonstrating applicant’s strong cultural identity

3

Writer provides many examples demonstrating applicant’s strong cultural identity

5

 

Step 3 : Add [points from Step 1] + [points from Step 2] = final score for Section VII

 

 

Section VIII:  Cultural Identity – Personal Statement

Step 1 : Rate the personal statement, on a scale of 1 to 5, based on the mechanics, style, and content. 

The personal statement should be clearly written and well organized.  It should sustain a well-focused discussion and enable you to get to know the applicant better.  The writing should explore ideas with insightful reasoning and persuasive examples. 

Step 2 : Rate the personal statement, on a scale of 1 to 5, based on how well it answers the two questions posed in the application. 

The two questions we asked the applicant to address are:  How has your Taiwanese or Taiwanese American heritage shaped you as a young adult?  How do you plan on remaining engaged in the Taiwanese or Taiwanese American community in the future?  The personal statement should reflect a strong cultural identity, exhibit a mature outlook, and demonstrate deep concern for the community. 

Step 3 : Multiply [points from Step 2] x 3

Step 4 : Add [points from step 1] + [points from step 3] = final score for Section VIII

 

Section IX:  Special Circumstances

Applicants may receive up to 5 bonus points for unusual conditions or special circumstances.  Points may be awarded for a disability, a traumatic illness, chronic health condition, divorce or death in the immediate family, numerous high school transfers, special financial needs, etc.  It is up to the judges’ discretion to allocate points in this area.

 

Total Score:  Sum final scores from sections I - IX