1. Emily Ward
LIS 590SML
Assessment Assignment
Women’s Suffrage Poster/Pamphlet: Activity with Riding Freedom
Topic: _______________________________________________________________________________
Name:_______________________________________________________________________________
Assessing My Poster/Pamphlet
Did I Complete All The Parts of the Project? Yes No Comments
Research
Did I choose a narrow topic related to the
women's suffrage movement to research?
Did I find information from at least 3 high-
quality sources?
Did I cite my sources fully and correctly?
While researching, did I take notes in my
own words?
Writing
Did I present the most important
information about my topic?
Did I organize my information into sections
that make sense?
Did I use words that will convince my
audience?
Did I carefully check my spelling, grammar,
and punctuation?
Overall Presentation
Did I use an authoring software (like MS
Word) to type my information?
Did I use formatting tools in that software,
such as font, headings, word art, or
columns, to arrange my information in a
way that will attract my audience?
Did I include images from the internet or
artwork to enhance my project?
Did I include a bibliography on the back of
my poster or final section of my pamphlet?
Is my poster or pamphlet attractive?
2. Rating System for Checklist:
Research
Exceeds My research meets all four of the criteria.
Meets My research meets three of the criteria.
Approaches My research meets two of the criteria.
Not met My research meets one or none of the criteria.
Writing
Exceeds My writing meets all four of the criteria.
Meets My writing meets three of the criteria.
Approaches My writing meets two of the criteria.
Not met My writing meets one or none of the criteria.
Overall Presentation
Exceeds My presentation meets all five of the criteria.
Meets My presentation meets four of the criteria.
Approaches My presentation meets three of the criteria.
Not met My presentation meets two or fewer of the criteria.
Justification:
I chose to create an assessment for the project for which I will be writing my lesson plan. For this
project, students will research a specific topic (important person, event, legislation, etc.) related to the
women’s suffrage movement and create a poster or a pamphlet (like those popular in the day)
advertising for that person/event/legislation. Since this is a lengthy, multi-part project, I thought the
best and most clear way to assess the entire process would be to use a checklist.
The above checklist allows for multiple sections, representing each of the major parts of the
project process. I like this because it shows that each part—research, writing, and overall presentation—
are equally important for a successful project. Additionally, the checklist includes assessment of both
qualitative criteria (such as attractiveness of presentation, persuasiveness of wording, and importance
of information), as well as more nitty-gritty details (such as number of sources referenced, correctness
of spelling/grammar, and type of authoring software used). Again, both types of qualities are critical for
a successful project. To ensure students are aware of the implications of the checklist, I’ve also included
a rating system that shows whether they are exceeding, meeting, approaching, or not meeting the
expectations for the project.
While this checklist will definitely be administered at the end of the project, it can be used
throughout the project as well, following each section of the process. This gives a chance for students to
gauge their progress and receive feedback from teachers while they still have the opportunity to make
adjustments and improvements. With this type of formative assessment, students have a greater chance
of being successful, which is, of course, the goal of our job.
