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Make a difference in a student’s life, become a Connecticut Invention Convention judge! For many students, this will be the first time they present an idea that they have identified as a problem to solve, iterated the problem through the engineering process, and developed a prototype. These students need your feedback!

Our 2021 State Finals Event will take place virtually, judges will have a three-week open judging period in the spring of 2021 to judge student inventions.

Corporate judges often serve as STEM role models for students and help to connect them to careers.

If you or your company would like to help in any way, please contact us for more information – we’d be honored to have you on our team.


Judge Training

Connecticut Invention Convention judge training supports it’s judges as they learn best practices for evaluating, encouraging and mentoring our students.

All judges are trained prior to their judging time at events. Virtual judge training is also provided.

Judging Criteria

Most inventions follow the same formula for success by being:

  • Original
  • Effective
  • Practical
  • Needed

All steps are carefully recorded in a log or journal (Young children may use pictures or dictate and information to someone).

Using the judging rubric to record scores and comments about each inventor as they present their invention idea. For each invention category, consider these questions:


  • Did the inventor find a unique, unusual or clever solution to the problem?
  • Did the inventor research to find out? (Please align the response to the age of the inventor. A young child might ask a number of people; an older child may explore catalogs, stores and related companies, search the internet or even a patent database.)

Invention Effectiveness:

  • Did the invention solve the problem?
  • Does it do what it’s supposed to do?
  • Does it work even better than the inventor expected?
  • Does it solve other problems too?

Practicality of the Invention:

  • What advantages and disadvantages does the invention have as compared to other similar inventions?
  • How much thought was given to safety, ease of use, and choice of materials?

Need for the Invention:

  • How important is the problem solved by the invention?
  • Who benefits from it, many, few, or only the inventor?
  • Does it serve a disadvantaged group, like the handicapped, the elderly, or animals?
  • Is the invention friendly to the environment than currently available products? How so?

Recording the Inventing Process:

  • How well did the inventor explain the steps taken from beginning idea to invention?
  • Did the inventor date and list these steps in your inventor’s logbook?
  • Did the inventor include resources uses, problem they ran into, reasons for choice of materials, final design, and testing? Was credit given to those who helped?
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