Assessment Report

Criminal Justice DepartmentSchool of Education and Human Services

Korni Swaroop Kumar, ChairMelchor C. de Guzman, Assessment

Coordinator

Assessed domains

Knowledge

Skills

Attitudes

• Core concepts• Applications

• Writing• Verbal• Critical Thinking• Analytical

• Diversity• Ethics

Student Learning Outcomes

SLO1Administration of Justice

Students will be able to discuss the contemporary criminal justice systems identifying major systems of social control and their policies and practices.

SLO2Corrections

Students will be able to examine correctional philosophies and practices and their applications to corrections and the treatment of offenders.

SLO3Criminology

Students will be able to apply criminological theories to explain crime phenomena.

SLO4Law Adjudication

Students will be able to explain the philosophies, criminal laws and procedures, as well as the decision-making processes of the legal system.

SLO5Law Enforcement

Students will be able to analyze the relevant theories, operations and issues in policing.

SLO6Research & Analytical Methods

Students will be able to apply qualitative/quantitative research methods relative to criminal justice issues.

SLO7Cultural Diversity/Ethics

Students will be able to assess the complexity of cultural diversity and ethical issues within the criminal justice system.

Assessment Plan

• Please see handouts

SLO 4CRJ 305 –ADJUDICATION PROCESS

(SPRING 2013) N=36

Students will be able to explain the philosophies, criminal laws and procedures, as well as the decision-making processes of the legal system

CRJ 305ADJUDICATION PROCESS

Rubrics

Identifies relevant concepts in adjudication process (Objective 1)Applies the use of rhetorical arguments and persuasion to the application of adjudication

process (Objective 2)Areas Not meeting

Expectations(1)

Approaching Expectations

(2)

Meeting Expectations

(3)

Exceeding Expectations

(4)

No opportunity to observe

Measuring Instrument

Objective 1

(Concepts Identificatio

n)

Scores below 70

Scores range from 70-79

Scores range from 80-89

Scores range from 90-100

Exams

Objective 2

(ConceptsApplication)

presents examples, facts or theories from one perspective.

creates arguments by combining examples, facts or theories from one perspective.

Independently creates whole out of multiple parts (synthesizes) or creates arguments by combining examples, facts or theories from one perspective.

Independently creates whole out of multiple parts (synthesizes) or creates arguments by combining examples, facts or theories from multiple perspectives.

Theory & theme of case

assignment

Areas Poor Proficiency(1)

Barely Proficient(2)

Moderately Proficient(3)

Highly Proficient(4)

No opportunity to observe

Measuring Instrument

Skills Writing 4 errors per

page in grammar and citations

3 errors per page in grammar and citations

2 errors per page in grammar and citations

1 error per page in grammar and citation

   Article review

assignment

Verbal Organizational pattern is not observable within presentation. Language choices are unclear and minimally support the effectiveness of the presentation.

Organizational pattern is intermittently observable within the presentation. Language choices are mundane and commonplace and partially support the effectiveness of the presentation.

Organizational pattern is clearly and consistently observable within the presentation. Language choices are thoughtful and generally support the effectiveness of the presentation.

Organizational pattern is clearly and consistently observable and skillful and makes the content of the presentation cohesive. Language choices are imaginative, memorable, compelling, and enhance the effectiveness of the presentation.

    

Oral presentation of mock trial

Critical Thinking

Presents information from irrelevant sources representing limited points of view/approaches

Presents information from relevant sources representing limited points of view/approaches.

Presents in-depth information from relevant sources representing various points of view/approaches.

Syntheses in-depth information from relevant sources representing various points of view/approaches.

    

Courtroom 302/Text Reflection

Assignment

Analytical Skills

Lists evidence, but does not organize and/or is unrelated to focus

Organizes evidence, but the organization is not effective in revealing important patterns, differences or similarities.

Organizes evidence to reveal important patterns, differences or similarities to focus.

Organizes and syntheses evidence to reveal insightful patterns, differences or similarities related to focus

    

Mock Trial Case Analysis Assignment[Wiki Assignments]

Areas Poor Proficiency(1)

Barely Proficient(2)

Moderately Proficient

(3)

HighlyProficient

(4)

No opportunity to

observe

Measuring Instrument

Attitudes

Diversity States minimal interest in learning about the intersection of race, gender, sexuality and socio-economic status and legal system.

Asks simple questions about the intersection of race, gender, sexuality and socio-economic status and legal system.

Asks deeper questions about the intersection of race, gender, sexuality and socio-economic status and legal system and seeks out answers to these questions.

Asks complex questions about the intersection of race, gender, sexuality and socio-economic status and legal system and articulates answers to these questions that reflect multiple “cultural” perspectives.

  Article reflection

assignment: Section V assigned Readings

ASSESSMENT REPORT&CLOSING THE LOOP

See handouts

Assignments Used Knowledge AssessmentCRJ 305

• Application–Case analysis/discussions

• Concepts identification–Multiple choice online assessment

exams

Knowledge Assessment

Concepts identifica-tion

Process application0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

42

11

28

69

Not Meeting ExpectationsApproaching ExpectationsMeet ExpectationsExceed Expectations

Skills Assessment

Writing Critical Thinking

Verbal Analytical0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

69

6

47

3

11

25

47

92Not Meet ExpectationsApproach ExpectationsMeet ExpecationsExceed Expectations

Diversity/ethics Assessment

80

20

ExceedMeetApproachNot Meet

CRJ 305 Learning Competencies on Aggregate Outcome Measures

Knowledge#75 percent

Attitudes#100 percent

Skills#75 percent

What the data told us

• The data suggest that we need to enhance the critical thinking skills of our students

• The assessment of the knowledge aspect shows that students are particularly strong on the applications

• The concept identification aspect of student learning needs more directions and enhancements

Action Plan/Data Driven Decision: How the department did or will

“close the loop”

• Create more critical thinking exercises–Include a module on critical thinking–Introduce the formal concepts of

critical thinking• Create more concepts identification

exercises/exams

What resources were applied or are needed to close the loop

• Faculty time for the assessment process and the closing the loop meeting

• Department will spend some time in developing activities and assignments that will enhance students’ critical thinking skills