SLO Report: Course:__AJ 103 _Criminal Procedures Site__Both
Participants:_Members of (CAAJE) California Association of
Administration of Justice Educators and Richard LeGarra, Department
Chair Administration of Justice and Corrections at MSJC and CAAJE
member)
Stage One: Selecting an SLO, Establishing Expectations
1. Targeted Objective: Articulate and discuss the structural framework of
criminal justice system.
a. Comprehend the functions of the Criminal Justice system from
detention through release back into society.
b. Apply ethical decision making to arrest situations.
c. Explain the court system, both federal and state.
d. Explain the principles of the US Constitution as it applies to Criminal
Procedures and the Criminal Justice system.
e. Identify the Bill of Rights Amendments that have the greatest impact on
the criminal justice system.
2. Assessed or Observed Work: Describe the assignment (s) acceptable as
fulfilling the objective:
a. Through a quantifiable exam process the students will identify the major
components of the criminal justice system.
b. Describe the differences between federal and state courts.
c. Identify the major theories which attempt to explain crime causation.
d. Identify the processes by which a criminal case progresses from
investigation to appeal.
e. Identify the Bill of Rights Amendments that have the greatest impact on
the criminal justice system
Description of conditions that are appropriate to identify (timing, such as “by
the end of the course,” or setting “given a prompt and 20 minutes of freewriting,” or “given a take-home paper topic,” or something else that
establishes the context in which the student must perform.)
After covering the historical origins of American Criminal Law to the present,
the student will be tested in the first, and final exams of the course.
3. What are the shared expectations for three levels of performance
a. for high
Majority of questions are correctly answered demonstrating the
student has an excellent understanding of the material. .
b. average (passing)
Student answers are reasonably accurate (70%), demonstrating
the student has an average knowledge of criminal law.
c. low
Students answer some questions correctly, but not at the 70% level
and it is obvious the student has lot of room for improvement.
Designing the Assessment Activity
1. Each student will be given an exam that will test them in the structural
framework of the criminal justice system. This exam can be in the form of
an essay, multiple choice, true and false or a combination of all three.
2. Each student will be asked to define the roles of the major components
of the criminal justice system. The student will be tested on these
componets twice, one at the start and at the end of the course.
3. After the lecture on the historical origins of the American Criminal Justice
System, students will be tested on key topics. The topics will be law
enforcment, the courts, corrections and specific U.S.
Constitutional Amendments.
4. Students will be given various situations in an exam that will cause the
student to correctly identify the role of each element of the criminal justice
system.
5.
Students will be given an assignment to do case briefs on landmark
cases such as Weeks v. United States or Miranda v. Arizona. This
assignment will cause each student to do independent research on case
law and report their findings in a case brief. This assignment will
demonstrate that the student can do a case brief and report accurately
about the case.
Reviewing Findings and Determining Results
Program, department, or discipline: _Administration of Justice AJ 102 Introduction to Law
Enforcement.
Date of SLO collaborative April 3, 2008
Particpants: Richard LeGarra faculty MSJC and 20 members of the California
Association of Administration Educators(CAAJE ).
A. What method of assessing student achievement did you use? How did
you collaborate on the assessment?
We selected key topics in the criminal justice system such as law
enforcement, the courts and corrections, that students should know by
the end of the course. The assessment of student answers were ranked
as high, average and low.
The questions on law enforcement, the courts and corrections will be
asked in the first and last exam given in the course. The questions on
these topics can be given in several formats, multiple choice, true and
false or essay exam.
Other areas of key importance such as being able to do a case brief and
analyzing the origins of law enforcement will be captured early and
evaluated at the end of the course.
B. What were your findings?
1. In discussing the assessment and proposed examination of topics there
was agreement among the statewide Administration of Justice instructors
attending, that these assessments should produce a desired result. The
results should produce a 70% or at least an average rating among the
students. This is consistent with how students taking this course score at
MSJC, which is 70% or higher.
2. Was (were) the assessment mechanism(s) used adequate—did it (they)
permit a clear assessment of student achievement? (If not, what changes
will be made?)
It was strongly felt by CAAJE that the assessment mechanism were
adequate in determining if the students would perform at a average or
satisfactory level. In addition, based on the first examination, the instructor
would be able, if there was a need, to make an adjustment in the
presentation of class material to address students who needed additional
instruction.
2. Were faculty members consistent in their reviews of this student outcome?
(If the results suggested that there was inconsistency, are any follow-up
activities needed? Does the standard need revision? Is another
assessment session needed?)
Yes, independently and collectively assessments were evaluated and
findings consistent among the group. At a later time there may be a need
for another assessment session to review and make adjustments as
needed.
3. Were there other findings or implications of the assessment review?
Describe and explain.
The group felt strongly that key questions on the selected topics be
presented in the first exam and then again asked on the final. This will
allow the instructor to evaluate and if necessary make a change in how
the topics are presented.
C. Given the results of this initial exercise, what changes will be made, if any?
1. In content - None
2. In teaching methods – Stress the key topics and objectives of the
Course.
3. In assignments – Make sure there is a writing or essay examination
during the course of the class.
4. In course evaluation procedures – Only as needed
5. Is any adjustment to the outline of record required as a result of the
assessment process? None required at this time
D. Did the department or discipline or program develop any rubrics or guidelines
that will now be regularly shared with faculty new to the program? (Please
attach a copy.)
No