SLOAT Report Fall 2011
An Assessment of Introduction
to Criminal Justice CJI 101
Prepared by
Patrice Davis, JD
Associate Professor
Criminal Justice Coordinator
Closing the Loop: Assessment
of Introduction to Criminal
Justice CJI 101
SLOAT REPORT
Ask
Execute
2/12/2012
Essex County College
Patrice Davis, JD
Associate Professor
Closing
the
Loop
Reflect
CJI 101 – 2
Answer
Table of Contents
Results of Assessment Plan ...................................................................................................6
I.
II.
Introduction: .................................................................................................................. 10
Methodology: ............................................................................................................... 12
a. Population Sample Used: ..................................................................................... 12
b. Administration: .................................................................................................... 14
1. Multiple-choice questions blueprinted to MPOs: ................................................. 14
2. “It’s the Law” Assignment ................................................................................... 15
3. The Crash Paper ................................................................................................... 16
4. Reaction Paper ..................................................................................................... 16
5. Essay Questions ................................................................................................... 17
6. Journal Entry (Court) Paper ................................................................................. 17
c. Instrumentation: .................................................................................................. 18
1. Multiple-Choice Blueprinted Midterm Exam Questions ....................................... 18
2. Multiple-Choice Blueprinted Final Exam Questions ............................................. 19
3. Essay Questions ................................................................................................... 20
4. “It’s the Law” Checklist Rubric ............................................................................ 22
5. Reaction Paper Rubric.......................................................................................... 23
6. Crash Paper .......................................................................................................... 24
7. Journal Entry (Court) Paper Assignment Rubric ................................................. 26
d. Data Collection: .................................................................................................... 27
1. Multiple-choice questions blueprinted to MPOs: ................................................. 27
2. “It’s the Law” Assignment ................................................................................... 27
3. Crash Paper .......................................................................................................... 27
4. Reaction Paper ..................................................................................................... 28
5. Essay Questions ................................................................................................... 28
6. Journal Entry (Court) Paper ................................................................................. 28
e. Data Processing: .................................................................................................. 28
III. Results Obtained from the Assessment Instruments Used to Gather Data for this
Study: .................................................................................................................................... 28
a. Findings .................................................................................................................. 31
CJI 101 – 3
SUMMARY OF ALL FINDINGS .................................................................................... 31
Summary of all of the Blueprinted Exam Results ..................................................... 33
Evaluation of Findings by Course Goal ...................................................................... 37
COURSE GOAL #1: Describe the functions of the various components of the criminal
justice system (law enforcement, courts and corrections) and explain the
interrelationship of these components. .................................................................... 37
COURSE GOAL #2: Demonstrate basic knowledge of criminal law and the rights of
individual citizens. ..................................................................................................... 40
COURSE GOAL #3: Describe the role of the criminal justice professional in the
community and the organization and administration of the various entities in the
criminal justice system. ............................................................................................. 41
SUMMARY OF SLO FINDINGS FOR COURSE GOAL #3 .............................................. 41
COURSE GOAL #4: Explain the social, political, economic, and cultural factors
within society that influence the development of criminological theory, laws and
criminal justice practices and their application to criminal behaviors and sanctions.
43
COURSE GOAL #5: Demonstrate critical thinking skills within the context of
evaluating the complexity of criminal justice issues. ............................................... 44
COURSE GOAL #6: Communicate effectively with accurate ‘criminal justice’
terminology in written and/or oral form. ................................................................. 46
b. Sharing the Results ................................................................................................ 48
c. Closing the Loop ..................................................................................................... 49
d. Recommendations for Spring 2012 ....................................................................... 50
APPENDIX A – Criminal Justice Program Curriculum Mapping ........................................................1
CJI 101 – 4
SLO Assessment Plan
Detailed Goal (SLO)
Assessment Method
Describe the functions of the various
components of the criminal justice system
(law enforcement, courts and corrections)
and explain the interrelationship of these
components.
Blueprinted examination questions
distributed to all sections and included in
midterm and final; “It’s the Law”; Journal
entry (Court) paper evaluated using a
rubric
Blueprinted examination questions
distributed to all sections and included in
midterm and final
Demonstrate basic knowledge of criminal
law and the rights of individual citizens.
Course Goals
Program
Goals*
(if course is a
major
requirement)
Describe the role of the criminal justice
professional in the community and the
organization and administration of the
various entities in the criminal justice
system.
Explain the social, political, economic, and
cultural factors within society that
influence the development of
criminological theory, laws and criminal
justice practices and their application to
criminal behaviors and sanctions
Demonstrate critical thinking skills within
the context of evaluating the complexity
of criminal justice issues
Communicate effectively with accurate
‘criminal justice’ terminology in written
and/or oral form.
Demonstrate basic knowledge of criminal
law and the rights of individual citizens.
Describe of the role of the criminal justice
officer in the community, and the
organization and administration of the
various entities in the criminal justice
system.
Demonstrate critical thinking skills within
the context of evaluating the complexity
of criminal justice issues.
Demonstrate effective communication
skills.
Explain the theory, structure, and function
of courts.
Gen Ed Goals*
(if course is a
Gen Ed course)
Introduction
(I) or
Mastery (M)
of SLO
Blueprinted examination questions
distributed to all sections and included in
midterm and final
N/A
Homework assignment evaluated using a
checklist rubric – Crash
Reaction Paper assignment evaluated
using a rubric
Essay questions evaluated using a rubric;
Homework assignment evaluated using a
checklist rubric
Blueprinted examination questions
distributed to all sections and included in
midterm and final
I
Blueprinted examination questions
distributed to all sections and included in
midterm and final
I
Reaction Paper assignment evaluated
using a rubric
I
Essay questions evaluated using a rubric;
homework assignments evaluated using a
checklist rubric
Blueprinted examination questions
distributed to all sections and included in
midterm and final; Journal entry (Court)
paper evaluated using a rubric
N/A
N/A
CJI 101 – 5
I
I
N/A
Results of Assessment Plan
Course Goal
1. Describe the functions
of the various
components of the
criminal justice system
(law enforcement, courts
and corrections) and
explain the
interrelationship of these
components.
MPO
1.2 identify and
describe the
procedural, cultural,
tactical, and
constitutional
impediments involved
in the adversarial
system
1.5 explain the theory,
structure, and function
of courts
2. Demonstrate basic
knowledge of criminal
law and the rights of
individual citizens.
2.10 distinguish
between substantive
and procedural law
Sample Questions
and Instruments
SPECIFIC
RESULTS
AVERAGE
COMBINED
(midterm &
final)1
M2. Which Supreme
Court case
incorporated the right
to a lawyer in all
criminal felony cases?
73.53%
Met
71.24%
Met
81.58%
Met
M4. Miranda is
required_______.
74.51%
Met
76.32%
Met
M5. The Fourth
Amendment
requires_________.
65.69%
51.32%
F5. The term dual
court system refers to
________.
80.00%
Met
72.93%
Met
“It’s the Law” Rubric
31.58%
not included
Court Paper Rubric
65.85%
M1. In criminal law,
_____________
prevents unfair
practices such as
forced confessions,
denial of counsel, or
unreasonable
searches.
79.41%
Met
1
76.96%
Met
To test the students’ retention of these concepts, all day students were also administered a final examination that included
concepts from the midterm. Students did not expect that these concepts would be repeated for the final. Many students
correctly answered the question, thus demonstrating that the concepts were not simply memorized but actually
learned.
CJI 101 – 6
Course Goal
MPO
SPECIFIC
RESULTS
AVERAGE
COMBINED
(midterm &
final)1
M4. Miranda is
required_______.
74.51%
Met
M3. Which Supreme
Court case applied the
exclusionary rule to
the states?
72.55%
Met
M4. Miranda is
required_______.
74.51%
Met
76.32%
Met
M5. The Fourth
Amendment
requires_________.
65.69%
51.32%
3.2 list the four basic
responsibilities of the
police
F2. The most
controversial
responsibility of the
police involves _____.
80.00%
Met
80.00%
Met
3.6 explain community
policing and its
strategies
F3. A return to foot
patrol in order to
“connect” with
members of the
community is a tactic
consistent with ____.
93.00%
Met
93.00%
Met
M5. The Fourth
Amendment
requires_________.
65.69%
70.10%
Met
M4. Miranda is
required_______.
74.51%
Met
2.11 explain the
importance of the due
process clause in the
criminal justice system
3. Describe the role of
the criminal justice
professional in the
community and the
organization and
administration of the
various entities in the
criminal justice system.
Sample Questions
and Instruments
3.7 describe the
procedures involved in
a constitutionally
sound criminal
investigation
CJI 101 – 7
76.32%
Met
73.53%
Met
65.79%
81.58%
Met
51.32%
76.32%
Met
Course Goal
MPO
3.8 explain the ethical
responsibilities of
criminal justice
professionals
Sample Questions
and Instruments
F1. Which of the
following is not listed
in the text as a
justification for court
recognition of police
discretionary power?
F4. In which case did
the U.S. Supreme
Court set the limits for
the use of deadly
force by law
enforcement officers?
Crash paper scored
using a rubric
4. Explain the social,
political, economic, and
cultural factors within
society that influence the
development of
criminological theory,
laws and criminal justice
practices and their
application to criminal
behaviors and sanctions.
5. Demonstrate critical
thinking skills within the
context of evaluating the
complexity of criminal
justice issues.
4.6 analyze the nature
of crime and criminal
behavior based on
major theories and
current issues and the
relationship of the
theories to research,
policies, and practices
in the field of criminal
justice
4.9 analyze the impact
of societal diversity on
the criminal justice
system
5.12 use critical
thinking and problem
solving; focusing on
the criminal justice
system and analyzing
information from
multiple sources,
including the print and
video media
SPECIFIC
RESULTS
AVERAGE
79.00%
Met
75.43%
Met
75.00%
Met
72.29%
Met
Crash paper scored
using a rubric
75.44%
Met
75.44%
Met
Crash paper scored
using a rubric
75.44%
Met
75.44%
Met
Reaction paper scored
using a rubric
73.56%
Met
73.56%
Met
CJI 101 – 8
COMBINED
(midterm &
final)1
Course Goal
6. Communicate
effectively with accurate
‘criminal justice’
terminology in written
and/or oral form.
MPO
Sample Questions
and Instruments
SPECIFIC
RESULTS
AVERAGE
6.1 utilize effective
and persuasive
communications skills
in written and/or oral
form
Reaction paper scored
using a rubric
73.56%
Met
73.56%
Met
“It’s the Law”
assignment scored
using a rubric
31.58%
not included
Essay questions
scored using a rubric
67.90%
66.88%
Court paper scored
using a rubric
65.85%
6.2 use accurate
‘criminal justice’
terminology in writings
and oral presentations
CJI 101 – 9
COMBINED
(midterm &
final)1
I. Introduction:
An assessment study of the CJI 101 Introduction to Criminal Justice course at Essex
County College was conducted in Fall 2011 as part of the SLOAT (Student Learning Outcomes
Assessment Team) initiative. The study was conducted by Professor Patrice Davis, of the Social
Sciences Division, who also is the Criminal Justice Program Coordinator. This study continued
the evaluation that originated during Spring 2011 of course-level student learning outcomes on
one measurable course performance objective (MPO) in CJI 101. The results of the Spring 2011
one-MPO SLO assessment study appear in the table below. Results showed that this MPO was
met, with 81.34% of students demonstrating proficiency.
Spring 2011
%
002
%
003
%
Total Day
%
LS (included in Final
& Administered
separately)
%
CW1 (Administered
separately)
%
All sections
MET MPO
PARTIALLY MET
DID NOT MEET
EXAM
%
29
3
10
8
6
2
0
29
10.34%
34.48%
27.59%
20.69%
6.90%
0.00%
100.00%
30
3
12
9
4
2
0
30
10.00%
40.00%
30.00%
13.33%
6.67%
0.00%
100.00%
25
5
11
4
2
3
0
25
20.00%
44.00%
16.00%
8.00%
12.00%
0.00%
100.00%
84
11
33
21
12
7
0
84
13.10%
39.29%
25.00%
14.29%
8.33%
0.00%
100.00%
13
4
5
3
1
0
0
13
30.77%
38.46%
23.08%
7.69%
0.00%
0.00%
100.00%
37
0
25
7
3
1
1
37
0.00%
67.57%
18.92%
8.11%
2.70%
2.70%
100.00%
134
15
63
31
16
8
1
134
11.19%
47.01%
23.13%
11.94%
5.97%
0.75%
100%
21
6
2
72.41%
20.69%
6.90%
24
4
2
80.00%
13.33%
6.67%
20
2
3
80.00%
8.00%
12.00%
65
12
7
77.38%
14.29%
8.33%
12
1
0
92.31%
7.69%
0.00%
32
3
2
86.49%
8.11%
5.41%
109
16
9
81.34%
11.94%
6.72%
001
Section
Total # of Students
CORRECT#=5
CORRECT#=4
CORRECT#=3
CORRECT#=2
CORRECT#=1
CORRECT#=0
Total MIDTERM
M I D T E R M
Purpose:
The purpose of this Fall 2011 SLOAT assessment study is to determine whether CJI 101
students are learning thirteen (13) of the MPOs (Measurable Performance Objectives) related to
the six (6) Course Goals established by the Criminal Justice Department for this course. The six
CJI 101 course goals and their related MPOs that were measured are as follows:
CJI 101 – 10
Course Goal
1. Describe the functions of
the various components of
the criminal justice system
(law enforcement, courts and
corrections) and explain the
interrelationship of these
components.
2. Demonstrate basic
knowledge of criminal law
and the rights of individual
citizens.
MPO
Sample Questions and Instruments
1.2 identify and describe the
procedural, cultural, tactical, and
constitutional impediments
involved in the adversarial
system
1.5 explain the theory, structure,
and function of courts
2.10 distinguish between
substantive and procedural law
2.11 explain the importance of
the due process clause in the
criminal justice system
3.2 list the four basic
responsibilities of the police
3. Describe the role of the
criminal justice professional
in the community and the
organization and
administration of the various
entities in the criminal justice
system.
4. Explain the social, political,
economic, and cultural factors
within society that influence
the development of
criminological theory, laws and
criminal justice practices and
their application to criminal
behaviors and sanctions.
3.6 explain community policing
and its strategies
3.7 describe the procedures
involved in a constitutionally
sound criminal investigation
3.8 explain the ethical
responsibilities of criminal justice
professionals
4.6 analyze the nature of crime
and criminal behavior based on
major theories and current issues
and the relationship of the
theories to research, policies, and
practices in the field of criminal
justice
4.9 analyze the impact of societal
diversity on the criminal justice
system
CJI 101 – 11
 M4. Miranda is required_______.
 M2. Which Supreme Court case incorporated
the right to a lawyer in all criminal felony
cases?
 M5. The Fourth Amendment requires
_________.
 F5. The term dual court system refers to __.
 “It’s the Law” assignment scored using a
rubric
 Court paper scored using a rubric
 M1. In criminal law, _____________
prevents unfair practices such as forced
confessions, denial of counsel, or
unreasonable searches.
 M3. Which Supreme Court case applied the
exclusionary rule to the states?
 M4. Miranda is required_______.
 M5. The Fourth Amendment requires
_________.
 F2. The most controversial responsibility of
the police involves ______.
 F3. A return to foot patrol in order to
“connect” with members of the community
is a tactic consistent with ______.
 M5. The Fourth Amendment requires
_________.
 M4. Miranda is required ______.
 F1. Which of the following is not listed in
the text as a justification for court
recognition of police discretionary power?
 F4. In which case did the U.S. Supreme
Court set the limits for the use of deadly
force by law enforcement officers?
 Crash paper scored using a rubric
 Crash paper scored using a rubric

Crash paper scored using a rubric
Course Goal
MPO
5. Demonstrate critical
thinking skills within the
context of evaluating the
complexity of criminal justice
issues.
6. Communicate effectively
with accurate ‘criminal justice’
terminology in written and/or
oral form.
Sample Questions and Instruments
5.12 use critical thinking and
problem solving; focusing on the
criminal justice system and
analyzing information from
multiple sources, including the
print and video media

Reaction paper scored using a rubric
6.1 utilize effective and
persuasive communications skills
in written and/or oral form

Reaction paper scored using a rubric

“It’s the Law” assignment scored using a
rubric
Essay questions scored using a rubric
Court paper scored using a rubric
6.2 use accurate ‘criminal justice’
terminology in writings and oral
presentations


II. Methodology:
a. Population Sample Used:
All sections and instructors of CJI 101 were selected to participate in this study conducted in Fall
2011 encompassing a total student population of 188 students. Based on information provided
by Academic Affairs, the sections consisted of the following distribution of students:
Course
Section
CRN
Title
Enrollment Withdrawal
Instructor
CJI 101
001
20551 Intro to Criminal Justice
35
1 Davis, Patrice
CJI 101
002
21776 Intro to Criminal Justice
33
2 Davis, Patrice
CJI 101
003
26598 Intro to Criminal Justice
36
3 Davis, Patrice
CJI 101
OAC
20552 Intro to Criminal Justice
29
2 Rutherford, Marilyn
CJI 101
CW1
21512 Intro to Criminal Justice
33
3 Blaettler, Joseph
CJI 101
LS1
24239 Intro to Criminal Justice
22
1 Troiano, Matthew
Total (All)
188
12
All six of the CJI 101, Introduction to Criminal Justice, sections were selected to participate in
this study. The total population of CJI 101 students was 188 students. However, one instructor
did not provide data. Hence, only five out of six sections of CJI 101 returned the SLO data
collected on any of the blueprinted exams.
Only 4 out of 6 sections took the final and 4 out of 6 sections took the midterm exam. The
sample size for the midterm exam was 102, and the sample size for the final exam was 100.
Two of the sections administered only one exam; one of these sections administered the
midterm exam near the end of the semester. Accordingly, only 76 students within the study
CJI 101 – 12
cohort took both exams. Note that these 76 students were administered a final exam that
included some of the questions from the midterm exam to test their retention of the material
covered in the first half of the course and tested on the midterm exam. Furthermore, the
midterm and final exams taken by the 76 students each contained 100 multiple-choice
questions.
Instructor Response Rate: 5/6 = 83 percent
Student Response Rate: 76/188 = 40 percent for both exams
Student Response Rate: 100/188 = 53 percent for the final exam
Student Response Rate: 102/188 = 54 percent for the midterm exam
The total population of CJI 101 students contained 188 students. The following tables indicate
the confidence interval of the 76-student sample size as well as the 100- and 102-student
samples in order to ensure a confidence level of 95%, which was established for this study.
According to the sample size calculator, available at http://www.surveysystem.com/sscalc.htm,
a sample size of 75 students is necessary to be 95 percent confident 2 that the sample size
accurately reflects the entire CJI 101 student population with 8.75 percent confidence interval 3.
This means that the population of students taking this course would score either 8.75 points
higher or 8.75 points lower than the sample group. The sample of 76 satisfies these parameters.
Using the same sample size calculator, the samples of 100 for the final exam questions and 102
for the midterm exam questions are large enough to accurately predict the CJI 101 student
population response with a 95% percent confidence level with a 6.75 margin of error. This
2
The confidence level tells you how sure you can be. It is expressed as a percentage and represents how often the true
percentage of the population who would pick an answer lies within the confidence interval. The 95% confidence level means you can
be 95% certain; the 99% confidence level means you can be 99% certain. Most researchers use the 95% confidence level.
3
The confidence interval (also called margin of error) is the plus-or-minus figure usually reported in newspaper or television
opinion poll results. For example, if you use a confidence interval of 4 and 47% percent of your sample picks an answer you can be
"sure" that if you had asked the question of the entire relevant population between 43% (47 – 4) and 51% (47 + 4) would have
picked that answer.
CJI 101 – 13
means that the population of students taking this course would score either 6.75 points higher
or 6.75 points lower than the assessed sample group.
b. Administration:
An assessment plan was developed to evaluate the students currently enrolled in CJI 101. The
evaluation was multifaceted and employed several different assessment instruments to
determine if all of the six course goals were achieved by the students. Assessment designed to
include all of the CJI 101 sections employed blueprinted exams in order to facilitate evaluation
of sections currently taught by adjunct instructors. The blueprinted exams focused on course
goals #1, #2 and #3. The Criminal Justice Program Coordinator, a full-time faculty member,
also used appropriate rubrics to evaluate written assignments that assessed course goals #4,
#5 and #6. All of the written assignments have been included in the CJI 101 course for several
semesters; i.e., no assignments were added or changed in anticipation of this assessment study.
1.
Multiple-choice questions blueprinted to MPOs:
There were two exams administered, which included five questions drawn from the textbook’s
test bank and blueprinted to CJI 101 MPOs. These test bank questions were nationally
validated, objective multiple-choice questions. There were two different sets of questions for
the midterm and final exams. These blueprinted questions were distributed to all of the
instructors via email for inclusion in the midterm and final exams, but two of the instructors
administered the blueprinted exam questions separately. Two of the sections administered only
one exam; one of these sections administered the midterm exam near the end of the semester.
Day Students
The day-student cohort of 76 students within the assessment study sample took both exams.
This 76-student cohort was also administered a final exam that included some of the questions
from the midterm exam to test their retention of material covered during the first half of the
semester and tested on the midterm exam. The midterm and final exams taken by these 76
students consisted of 100 multiple-choice questions. The blueprinted questions were randomly
distributed within different versions of the exams at each administration. All of the day sections
received different versions of the same exam. A scantron sheet was used to administer the
exams for the day students. A summary scantron report was generated for each class to
evaluate for each question the number of correct and incorrect responses. The number of
correct answers for each individual student was manually calculated.
CJI 101 – 14
Late Start Students
The late start CJI 101 class completed the exam without a scantron sheet. The midterm exam
was administered near the end of the semester. The completed exams were scanned and
forwarded to the Criminal Justice Program Coordinator. The number of correct answers given
for each question and for each individual student was manually calculated by the Criminal
Justice Program Coordinator.
Evening
The evening CJI 101 class answered the blueprinted exam questions using a scantron sheet.
The evening class participated in the final exam. The instructor calculated the number of correct
responses to each question and submitted the results to the Criminal Justice Program
Coordinator.
Summary for Blueprinted Examinations
This assessment study used several different measures to determine to what extent the
students met the goals and related learning objectives of the CJI 101 course. On the
blueprinted exams, this study included an evaluation of each student’s overall performance and
the aggregate response to each question to assess MPO achievement. On each exam, the
performance outcome was met by students who answered 3 or more blueprinted questions
correctly. In addition, each question was independently evaluated and the performance
outcome was met if 70% or more of the students correctly answered the question. Hence, each
exam was evaluated for overall competency of each student individually (3 or more questions
correctly answered), as well as aggregate class performance on each question (70% or more of
the students answered the specific question correctly).
2. “It’s the Law” Assignment
The “It’s the Law” assignment assesses course goals #1 and #6. The checklist rubric used to
score the “It’s the Law” assignment was designed to evaluate the students’ overall knowledge of
the fundamental principles of the criminal justice system. Students were directed to submit a 1to 2-page paper that described three important concepts in criminal justice. This paper was
assigned during the first weeks of class after several class lectures and after watching a 30minute video that covered nine fundamental topics. In order to meet the related MPOs,
students had to correctly discuss at least three topics and provide a comprehensive answer for
at least two topics. If a student discussed at least two topics and attained a minimum level of
proficiency on these topics, the student partially met the standard. A student who did not fall
into either the met or partially met category failed to achieve the required proficiency level for
the purposes of this assessment study.
CJI 101 – 15
3. The Crash Paper
The Crash paper assesses course goals #3 and #4. The Crash checklist rubric used to score the
paper focused on the students’ ability to discuss themes from the film and concepts. Students
watched the movie Crash and then identified errors in the fictional account. In addition to the
fallacies, students discussed the role of criminal justice professionals in the community and
compared this fictionalized depiction to the practices, law enforcement, prosecution, and
criminal justice concepts presented in the course textbook. In addition to the role of the
criminal justice professional, students identified social, political and cultural factors reflected in
the film and compared this fictionalized depiction to the practices, law, and criminal justice
concepts presented in the course textbook. The rubric for the Crash paper has 8 categories: 1)
identify and discuss the most powerful scene (worth 10 points); 2) describe the portrayal of the
criminal justice system and law enforcement (worth 10 points); 3) cite examples of poor
policing, poor administration of justice, poor supervision, injustice, quality police work, criminal
conduct, insensitivity to the community, and heroism (worth 15 points); 4) discuss the
relationship between the information in the film and the course textbook – include similarities
and differences – and cite at least two examples (worth 15 points); 5) who was your favorite
character and why did you select this character (worth 10 points); 6) why is this film relevant to
the study of criminal justice (worth 15 points); 7) identify a common theme (e.g., violence,
racism, corruption, redemption) (worth 15 points); and 8) what did you learn from this film –
discuss an aspect of the film that surprised you (worth 10 points).
This assessment study emphasized five of the rubric categories – #s 2, 3, 4, 6 and 7 listed
above. For course goal #3, the students exceeded expectation if they earned 45 – 40 points
from categories 4, 6 and 7 (i.e., a maximum of 45 points awarded). Otherwise, earning 39 – 30
points demonstrated proficiency, earning 29 – 21 points demonstrated partial proficiency, and
earning 20 or fewer points indicated a failure to meet proficiency. For course goal #4, the
students exceeded expectation if they earned 40 – 38 points from categories 2, 3 and 4 (i.e., a
maximum of 40 points awarded). Otherwise, earning 37 – 21 points demonstrated proficiency,
earning 20 – 15 points demonstrated partial proficiency, and earning 14 or fewer points
indicated a failure to meet proficiency.
4. Reaction Paper
The reaction paper assesses course goals #5 and #6. The rubric used to score the reaction
paper has 6 categories: 1) state your reaction (worth 20 points); 2) support your position with
information presented in the textbook and other research (worth 20 points); 3) briefly discuss
the opposing view and the basis for it (worth 10 points); 4) state the strengths and weaknesses
of your position (worth 25 points); 5) what are the implications of your position? (worth 10
points); and 6) grammar (worth 15 points). This assessment study emphasized the first two of
the rubric categories. Students were expected to state their position and support it. Topics for
the paper were designed to provoke a strong reaction and foster lively debate. Students
CJI 101 – 16
exceeded expectation if they earned 40 – 38 points from the first two categories (i.e., a
maximum of 40 points awarded). Otherwise, earning 37 – 26 points demonstrated proficiency,
earning 25 – 16 points demonstrated partial proficiency, and earning 15 or fewer points
indicated a failure to meet proficiency.
5. Essay Questions
The essay questions assess course goal #6. The essay assignment examined the students’
ability to answer a criminal justice essay question using appropriate ‘criminal justice’ terminology
and concepts. Students achieving a 70 or better on the essay question demonstrated
proficiency. Otherwise, earning a score of 69 – 60 points demonstrated partial proficiency, and
earning a score of 59 or below indicated a failure to demonstrate proficiency.
6. Journal Entry (Court) Paper
The journal entry (Court) paper assignment assesses course goals #1 and #6. This assignment
was graded using a rubric. The first two categories of the journal entry paper, hereinafter Court
paper, were used to assess this assignment. The Court paper was the last written assignment
of the course and was given at the end of the semester. The first two categories were selected
because these categories reflected the students’ understanding of the court process. Students
were required to observe several days of a court proceeding and discuss their observations.
Students were graded on the detail and thoroughness of their descriptions as well as their ability
to articulate the nature of the proceedings and use appropriate ‘criminal justice’ terminology.
CJI 101 – 17
c. Instrumentation:
1. Multiple-Choice Blueprinted Midterm Exam Questions
Identify the choice that best completes the statement or answers the question.
M1. In criminal law, _____________ prevents unfair practices such as forced confessions, denial of
counsel, or unreasonable searches.
a. substantive due process
b. procedural due process
c. stare decisis
d. Lex talionis
M2.
a.
b.
c.
d.
Which Supreme Court case incorporated the right to a lawyer in all criminal felony cases?
Mapp v. Ohio (1961)
Gideon v. Wainwright (1963)
In re Gault (1967)
Klopfer v. North Carolina (1967)
M3.
a.
b.
c.
d.
Which Supreme Court case applied the exclusionary rule to the states?
Mapp v. Ohio (1961)
Gideon v. Wainwright (1963)
In re Gault (1967)
Klopfer v. North Carolina (1967)
M4. Miranda is required ________.
a. when the police speak to a
witness.
b. when a defendant is in custody.
c. before the police can question a
person in custody.
d. before the police can speak to
anyone who may be a suspect.
M5. The Fourth Amendment requires ________.
a. reasonable suspicion for an arrest c. that no warrant for search or arrest
warrant.
be issued without probable cause.
b. that a police officer articulate a
d. all arrest and search warrant be
reasonable belief to a judge for any
based on probable suspicion.
arrest or search warrant.
CJI 101 – 18
2. Multiple-Choice Blueprinted Final Exam Questions
Identify the choice that best completes the statement or answers the question.
F1. Which of the following is not listed in the text as a justification for court recognition of police
discretionary power?
a. Police are considered trustworthy and are assumed to make honest
decisions.
b. Discretion is a part of everyday life and it is a necessary part of police work.
c. Police officers, by the nature of their work, endow them with extensive
knowledge in human behavior.
d. Routine exposure of police to personal physical harm demands police officers
be allowed to take reasonable and necessary steps for personal protection.
F2. The most controversial responsibility of the police involves ______.
a. enforcing laws.
b. providing services.
c. preserving the peace.
d. preventing crime.
F3. A return to foot patrol in order to “connect” with members of the community is a tactic
consistent with ______.
a. the community model of policing.
b. the professional model of policing.
c. the political model of policing.
d. the traditional model of policing.
F4. In which case did the U.S. Supreme Court set the limits for the use of deadly force by law
enforcement officers?
a. Gaines v. Miller (1963)
b. Tennessee v. Garner (1985)
c. Graham v. Connor (1989)
d. Rovario v. United States (1957)
F5. The term dual court system refers to ______.
a. the system of courts of original jurisdiction and courts of appeal.
b. the separate but interrelated system of federal and state courts.
c. the disposition of offenders is a handled by both judges and juries.
d. civil and criminal courts.
CJI 101 – 19
3. Essay Questions
This is a take-home essay. Please select three questions and answer the questions using at
least one typewritten double-spaced page for each answer.
1.
Compare and contrast the consensus models with the conflict models.
2.
Describe and discuss the three components of the criminal justice system.
3.
Discuss the growing problem of cybercrime. Be sure to provide some examples of this
form of criminal offending.
4.
Describe the three purposes of the criminal justice system.
5.
Consider the issues of street gangs, illegal drugs, and guns. Which do you feel is the
most pressing issue for criminal justice professionals today? Why?
6.
How does the wedding cake model of the criminal justice system aid us in
understanding the system?
7.
Compare and contrast the crime control model with the due process model.
8.
Terrorism on September 11, 2001 issued what challenges to law enforcement.
9.
Explain why classical criminology is based on choice theory.
10.
Contrast positivism with classical criminology.
11.
List and briefly describe the three theories of social structure.
12.
List and briefly describe the three branches of social process theory.
13.
Why do life course theorists believe the key to criminal offending lies in childhood?
14.
Discuss the evolution of victimology from its beginnings in the 1940s until today.
15.
Contrast the medical model of addiction with the criminal model of addiction.
16.
Explain the theory of the chronic offender and its importance for the criminal justice
system.
17.
Discuss the primary goals of civil law and criminal law and explain how these goals
are realized.
18.
Explain the differences between mala in se and mala prohibita crimes.
CJI 101 – 20
19.
Discuss the Uniform Crime Report. List the three ways in which the UCR presents
crime data.
20.
Describe some of the shortcomings of the UCR as a crime-measuring tool.
21.
Distinguish between the National Crime Victimization Survey and self-report surveys.
What do these data collection tools tell us about the dark figure of crime?
22.
Discuss the potential flaws with the National Crime Victimization Survey and selfreport surveys. Do these instruments provide an accurate view of crime?
23.
Identify two of the factors that criminologists use to explain increases and decreases
in the crime rate.
24.
Explain how race and ethnicity are related to the crime rate.
25.
Discuss two of the explanations for the rising number of women incarcerated in the
United States.
26.
Explain precedent and the importance of stare decisis.
27.
List the four written sources of United States criminal law.
28.
Name and explain the two basic functions of criminal law.
29.
Delineate the elements required to establish mens rea.
30.
Explain how the doctrine of strict liability applies to criminal law.
31.
Distinguish between substantive and procedural criminal law.
32.
Identify and explain four excuse defenses against a criminal charge.
33.
Identify and explain four justification defenses against a criminal charge.
34.
Explain the importance of the due process clause in the criminal justice system.
CJI 101 – 21
4. “It’s the Law” Checklist Rubric
Name _________________________
“It’s the Law” Assignment – Fall 2011
Name the three most important concepts in the film.
1. Laws and Society
The U.S. Constitution gives and limits government powers and also
guarantees personal rights. Crime is a violation of public law. Laws
are both stable yet flexible due to societal changes.
2. Types of Crimes
Misdemeanors and felonies each have three degrees which vary
from state to state. The elements of a crime consist of action
(including "actus reus" and "mens rea") and intent.
3. Personal Crimes and Property Crimes
Crimes against a person include kidnapping, murder,
manslaughter, battery, assault, and aggravation. Less severe are
property crimes including arson, vandalism, and burglary.
4. Police Investigations
A policeman explains that both victims and suspects have
constitutional rights. Police gather physical evidence and interview
witnesses. Suspects can be questioned but not intimidated.
5. Interrogations
Physical and mental abuse during interrogations are illegal but
deception may be used. Parents of a juvenile should be notified.
The Fifth Amendment guarantees everyone the right to remain
silent.
6. Types of Searches
Police may "stop and frisk" if they observe reasonably suspicious
behavior. Search warrants from judges are needed for a private
property search except in "exigent circumstances."
7. Arrests and the Miranda Warning
Police need probable cause as well as a warrant if entering a home
to make an arrest. Resisting arrest can be either a misdemeanor
or a felony. The accused has a right to a "Miranda Warning."
8. Booking Process
Gathering evidence such as fingerprints and photographs is part of
the booking process. An attorney should be present in insure that
a line-up is fair. Some procedures differ for juveniles.
9. Fair and Unbiased Systems
The legal system safeguards the rights of both the individual as
well as the community. Moreover, the system balances the rights
of the accused and the victim.
Why did you select these concepts?
What did you learn from the film that you did not know
before you watched the film?
What was the most interesting material covered in the
film?
Tell me a topic for which you would like to learn more
information.
CJI 101 – 22
Comprehensive
Minimum
Poor
5. Reaction Paper Rubric
NAME_______________________________
GRADING RUBRIC FOR REACTION PAPER
COURSE_______________ TOTAL ____________ PROF. DAVIS – CRIMINAL JUSTICE
State your reaction.
(worth 20 points)
Outstanding
Good
Needs Improvement
Poor
At least a full
paragraph & statement
clearly and fully
articulates your
opinion. Demonstrates
a thoughtful and
thorough approach to
the topic.
At least a full
paragraph & statement
clearly articulates your
opinion, but is not
complete.
Demonstrates
significant
consideration of the
topic.
Less than a complete
well-developed
paragraph, or poorly
organized but
substantially conveys
your opinion.
Fails to adequately
convey your position or
is poorly organized or
developed.
(20 – 18 points)
Support your position
with the text or other
research.
(worth 20 points)
Briefly discuss the
opposing view and
basis for it.
(worth 10 points)
State the strengths
and weaknesses of
your position.
(worth 25 points)
What are the
implications of your
position?
(worth 10 points)
Grammar
(worth 15 points)
(7 – 0 points)
(12 – 8 points)
(17 – 13 points)
Cites several well
documented sources for
your position that are
accurately quoted and
listed in a bibliography.
Cites one or two well
documented sources for
your position that are
accurately quoted and
listed in a bibliography.
Cites sources for your
position, but quotes lack
accuracy or support is
weak, but listed in a
bibliography.
Cites several sources for
your position, but quotes
lack accuracy or support
is weak, bibliography is
inadequate.
(20 – 18 points)
Cleary and succinctly
articulates the opposing
view and an explanation
for reasons frequently
cited by the opposition.
(17 – 13 points)
Articulates the opposing
view and explanations
for reasons frequently
cited by the opposition.
(12 – 8 points)
Weakly articulates the
opposing views or fails to
cite reasons for the
opposing view.
(7 – 0 points)
Fails to articulate the
opposing views and or
an explanation for the
viewpoint.
(7 – 5 points)
(4 – 3 points)
(2 – 0 points)
States the strengths of
your position in an
organized and welldeveloped paragraph.
Honestly concedes the
weakness of your
position in a paragraph.
(19 – 15 points)
States the strengths of
your position is a
paragraph, but
discussion is not
organized or well
developed. Discussion
of weaknesses are not
organized or well
developed.
(14 – 10 points)
States the strengths of
your position, but fails to
articulate it well or fails
to discuss any weakness
in your position.
Clearly articulates the
general implications.
Mentions the implications
without elaboration.
Fails to state or poorly
states the implications.
(2 – 0 points)
(7 – 5 points)
No significant
grammatical error and a
few spelling errors.
(4 – 3 points)
Significant grammatical
and spelling errors but
sound sentence
structure.
Poor sentence structure,
serious grammatical
errors and/or numerous
spelling errors.
(9 – 5 points)
(4 – 0 points)
(10 – 8 points)
States the strengths of
your position in an
organized and welldeveloped paragraph.
Honestly concedes the
weakness of your
position in an organized
and well-developed
paragraph.
(25 – 20 points)
Clearly articulates the
long term implications.
(10 – 8 points)
Little or no grammatical
and spelling errors.
(15 – 13 points)
(12 – 10 points)
CJI 101 – 23
(10 – 0 points)
6. Crash Paper
Essex County College
Introduction to Criminal Justice CJI 101
Professor Patrice Davis
Room 3270, Yellow Area
Office Location: Level 3, Yellow Area – Room 3265
Office Hours: Mon – Wed 8:45 – 9:45 & Mon – Wed 4:00 – 5:00
By appointment: Mon 2:30 – 4:00, Wed 2:00 – 2:45 & Thurs 1:00 – 2:30
Paper Assignment III – Movie Review of Crash
Write a three-page paper focusing on the following areas:
1. Describe the most powerful scene in the movie.
scene?
Why did you select this
2. Describe the portrayal of the criminal justice system and law enforcement.
3. Cite examples of the following: poor policing, poor administration of justice,
abuse of discretion, poor supervision, injustice, quality police work, criminal
conduct, sensitivity to the community, and heroism.
4. Discuss the relationship between the information in the textbook and the film.
Similarities? Differences? Cite at least two examples.
5. Who was your favorite character? Why did you select this character?
6. Why is this film relevant to the study of criminal justice?
7. Identify a common theme (e.g., violence, racism, corruption, redemption)
8. What did you learn from this film? Discuss an aspect of the film that surprised
you.
CJI 101 – 24
Crash Rubric – Criminal Justice – Prof. Davis
Name _________________________ Section________________________
Name the three most important concepts in
the film.
1. Describe the most powerful scene in the
movie. Why did you select this scene?
(10 points)
2. Describe the portrayal of the criminal
justice system and law enforcement.
(10 points)
3. Cite examples of the following: poor
policing, poor administration of justice,
abuse of discretion, poor supervision,
injustice, quality police work, criminal
conduct, sensitivity to the community, and
heroism.
(15 points)
4. Discuss the relationship between the
information in the textbook and the film.
Similarities? Differences? Cite at least two
examples.
(15 points)
5. Who was your favorite character? Why did
you select this character?
(10 points)
6. Why is this film relevant to the study of
criminal justice?
(15 points)
7. Identify a common theme (e.g., violence,
racism, corruption, redemption)
(15 points)
8. What did you learn from this film? Discuss
an aspect of the film that surprised you
(10 points)
Comprehensive
Minimum
Poor
TOTAL
GOAL #3 – 4, 6 & 7 (45 points)
GOAL #4 – 2, 3 & 4 (40 points)
CJI 101 – 25
45 – 40: exceeded
39 – 30: met
29 – 21: partially
met
<21: not
met
40 – 38: exceeded
37 – 21: met
20 – 15: partially
met
<15: not
met
7. Journal Entry (Court) Paper Assignment Rubric
GRADING SHEET FOR JOURNAL ENTRIES (COURT) PAPER – PROF. DAVIS – FALL 2011
1. INTRODUCTION: State your observations. Talk about the judge, the attorneys, and the
defendants and their families. Does the ideal stated in the textbook mesh with the realities of
your court experience? What happened in the case or during your observations? Were you
surprised by the outcome? Were the proceedings conducted fairly? Did you observe any bias?
What was the racial composition of the participants? Did that have an effect on the outcome?
45 POINTS_____
At least a full paragraph &
statement clearly and fully
articulates your observations.
Demonstrates a thoughtful and
thorough approach to the topic.
15 – 13 points
At least a full paragraph
& statement clearly
articulates your opinion
but is not complete.
Demonstrates
significant consideration
of the topic.
Less than a complete
well-developed
paragraph, or poorly
organized, but
substantially conveys
your opinion.
Fails to adequately
convey your position
or is poorly
organized or
developed.
4 – 0 points
7 – 5 points
12 – 8 points
2. Did your understanding of the proceedings change from the beginning of the semester to the end
of the semester?
10 POINTS_______
3. What theories or explanations do you have for your observed result or conclusion? Briefly discuss
the opposing view and basis for it.
10 POINTS_______
4. Support your position and analysis with information from the textbook or other research. Is there
a school of thought that explains what you saw or the result?
10 POINTS____
5. What did you learn from this experience?
10 POINTS_______
6. EXCELLENT GRAMMAR
10 POINTS EXTRA__________
CJI 101 – 26
d. Data Collection:
1. Multiple-choice questions blueprinted to MPOs:
Day Students
Data for the day-student cohort of 76 students was collected by the Criminal Justice Program
Coordinator. A scantron sheet was used to administer the exams for the day students. A
summary scantron report was generated for each class to evaluate for each question the
number of correct and incorrect responses. The number of correct answers for each individual
student was manually calculated.
Late Start
The late start CJI 101 class completed the exam without a scantron sheet. The midterm exam
was administered near the end of the semester. The completed exams were scanned and
forwarded to the Criminal Justice Program Coordinator. The number of correct answers given
for each question and for each individual student was manually calculated by the Criminal
Justice Program Coordinator.
Evening
The evening CJI 101 class answered the blueprinted exam questions using a scantron sheet.
The evening class participated in the final exam. The instructor calculated the number of correct
responses to each question and submitted the results to the Criminal Justice Program
Coordinator.
2. “It’s the Law” Assignment
The “It’s the Law” assignment of the day-student cohort was graded by the Criminal Justice
Program Coordinator.
3. Crash Paper
The Crash paper assignment of the day-student cohort was graded by the Criminal Justice
Program Coordinator.
CJI 101 – 27
4. Reaction Paper
The reaction paper assignment of the day-student cohort was graded by the Criminal Justice
Program Coordinator.
5. Essay Questions
The essay questions of the day-student cohort were graded by the Criminal Justice Program
Coordinator.
6. Journal Entry (Court) Paper
The Court paper of the day-student cohort was graded by the Criminal Justice Program
Coordinator.
e. Data Processing:
All data, except the for scantron results, was assembled and processed manually by the Criminal
Justice Program Coordinator.
III. Results Obtained from the Assessment Instruments Used to Gather Data for this
Study:
Estimated Population Responses:
The table below shows the sample proportions to CJI 101-student-population estimates within the
appropriate percentage points for each of the midterm and final exam questions (assuming a 95%
confidence level).
CJI 101 – 28
Midterm Exam to All Sections
Question
Percentage of sampled
students answering the
question correctly
Low estimate percentage of
population deducting the
margin of error
High estimate percentage of
population adding the margin
of error
M1
Met 79.41%
72.66%
86.16%
M2
Met 73.53%
66.78%
80.28%
M3
Met 72.55%
65.80%
79.30%
M4
Met 74.51%
67.76%
81.26%
M5
65.69%
58.94%
72.44%
Sample size 102
+/-6.75margin of error
Final Exam to All Sections
Question
Percentage of sampled
students answering the
question correctly
Low estimate percentage of
population deducting the
margin of error
High estimate percentage of
population adding the margin
of error
F1
Met 79%
72.25%
85.75%
F2
Met 80%
73.25%
86.75%
F3
Met 93%
86.25%
99.75%
F4
Met 75%
68.25%
81.75%
F5
Met 80%
73.25%
86.75%
Sample size 100
+/-6.75margin of error
CJI 101 – 29
Day Students Cohort Administered Final Exam that Included Midterm Questions4
Questions
Percentage of sampled
students answering the
question correctly
Low estimate percentage of
population deducting the
margin of error
High estimate percentage of
population adding the margin
of error
F1
Met 84%
75.46%
92.96%
F2
Met 86%
76.78%
94.28%
F3
Met 93%
84.67%
102.17%
F4
Met 74%
64.93%
82.43%
F5
Met 78%
68.88%
86.38%
FM2
Met 82%
72.83%
90.33%
FM3
Partially Met 66%
57.04%
74.54%
FM4
Met 76%
67.57%
85.07%
FM5
Partially Met 51%
42.57%
60.07%
Sample size 76
+/-8.75margin of error
4
To test the students’ retention of these concepts, all day students were also administered a final examination that included material from the first half of the semester
that was tested on the midterm. Students did not expect that these concepts would be repeated for the final. Many students correctly answered the question,
thus demonstrating that the concepts were not simply memorized but actually learned.
CJI 101 – 30
a. Findings
SUMMARY OF ALL FINDINGS
Question/
Instrument
Question/
Instrument
Question/
Instrument
Average
Score
Combined
(Midterm
questions on
Final)
Combined
(Midterm
questions on
Final)5
1.2 (Questions M2, M4 & M5)
73.53%
74.51%
65.69%
71.24
79.78%
76.40%
1.5 (Questions F5, “It’s the Law” rubric, Court
paper rubric)
80.00%
31.58%
65.85%
72.93%
Measurable Performance Objective
(Instrument)
2.10 (Questions M1 & M4)
79.41%
74.51%
73.53%
66%
76.40%
76.40%
53.93%
72.55%
3.2 (Question F2)
80.00%
80.00%
3.6 (Question F3)
93.00%
93.00%
3.8 (Questions F1 & F4, Crash paper rubric)
74.51%
79.00%
65.69%
76.40%
2.11 (Questions M3, M4 & M5)
3.7 (Questions M5 & M4)
74.51%
76.96%
65.69%
75.00%
70.10%
72.29%
75.43%
4.6 (Crash paper rubric)
75.44%
75.44%
4.9 (Crash paper rubric)
75.44%
75.44%
5.12 (Reaction paper rubric)
73.56%
73.56%
6.1 (Reaction paper rubric)
73.56%
73.56%
6.2 (“It’s the Law” rubric, essay questions,
Court paper rubric)
31.58%
67.90%
65.85%
66.88%
All of the Measurable Performance Objectives (MPOs) were met except MPO 6.2 (use accurate
‘criminal justice’ terminology in writings and oral presentations). Writing presents the most difficult
standard for students to master. Students demonstrated the ability to analyze, state an opinion
and support it; however, many experienced difficulty when asked to generate formal written
material.
5
To test the students’ retention of these concepts, all day students were also administered a final examination that included material
covered in the first half of the semester that was tested on the midterm. Students did not expect that these concepts would be
repeated for the final. Many students correctly answered the question, thus demonstrating that the concepts were not
simply memorized but actually learned.
CJI 101 – 31
MPO Proficiency
60.00%
50.00%
80.00%
70.00%
90.00%
100.00%
73.53%
74.51%
65.69%
1.2 (Questions M2, M4 & M5)
71.24
76.40%
79.78%
80.00%
1.5 (Question F5, "It’s the Law"
rubric, Court paper rubric)
31.58%
65.85%
72.93%
74.51%
2.10 (Questions M1 & M4)
79.41%
76.96%
76.40%
72.55%
74.51%
0
2.11 (Questions M3, M4 & M5)
73.53%
66%
76.40%
80.00%
3.2 (Question F2)
80.00%
93.00%
3.6 (Question F3)
93.00%
72.55%
3.7 (Questions M5 & M4)
65.69%
53.93%
70.10%
76.40%
3.8 (Questions F1 & F4, Crash paper
rubric)
72.29%
79.00%
75.00%
75.43%
75.44%
4.6 (Crash paper rubric)
75.44%
4.9 (Crash paper rubric)
Question/ instrument
Question/ instrument2
5.12 (Reaction paper rubric)
73.56%
6.1 (Reaction paper rubric)
73.56%
Question/ instrument3
Average Score
31.58%
Combined (Midterm questions on Final)
6.2 ("It’s the Law" rubric, essay
questions, Court paper rubric)
67.90%
65.85%
66.88%
CJI 101 – 32
Combined (Midterm questions on Final)2
Summary of all of the Blueprinted Exam Results
CJI 101 Course – Measurable Performance
Objectives
1.2 identify and describe the procedural, cultural, tactical,
and constitutional impediments involved in the adversarial
system (Questions M2, M4 & M5)
M5 65.69%
M2 73.53%
Met
M4 74.51%
Met
71.24%
Met
FM5 51.32%
FM2 81.58%
Met
FM4 76.40%
Met
70%
Met
1.5 explain the theory, structure, and function of courts
(Question F5)
F5 80.00%
Met
2.10 distinguish between substantive and procedural law
(Questions M1 & M4)
2.11 explain the importance of the due process clause in
the criminal justice system
(Questions M3 & M4)
Average
Score
M1 79.14%
Met
M5 65.69%
M3 72.55%
Met
FM5 51.32%
FM3 66%
3.2 list the four basic responsibilities of the police
(Question F2)
F2 80.00%
Met
3.6 explain community policing and its strategies
(Question F3)
F3 93.00%
Met
M4 74.51%
Met
3.7 describe the procedures involved in a constitutionally
sound criminal investigation
(Questions M5 & M4)
3.8 explain the ethical responsibilities of criminal justice
professionals
(Questions F1 & F4)
FM4 76.40%
Met
F1 79%
Met
80.00%
Met
M4 74.51%
Met
FM4 76.40%
Met
M4 74.51%
Met
FM4 76.40%
Met
76.96%
Met
73.53%
Met
F2 80.00%
Met
F3 93.00%
Met
M5 65.69%
FM5 53.93%
F4 75.00%
Met
70.10%
Met
77% Met
Closing the Loop based on Spring 2011 Assessment
The same midterm exam instrument was administered in Spring 2011. The results of the Spring
2012 assessment study, which examined the level of student mastery of one CJI 101 MPO, appear
in the table in the Introduction section of this report. Results showed that this MPO was met, with
CJI 101 – 33
81.34% of students demonstrating proficiency. The concepts tested during Spring 2011 are
important and are ultimately final goals of the Criminal Justice Program. To determine whether the
information covered on the midterm exam was actually learned and retained, an unannounced quiz
was administered to students in the CJI 202, Crime and Delinquency, and the CJI 136, Criminology,
classes. Sixty percent (60%) of these upper-class students demonstrated proficiency.
Accordingly, we developed additional reinforcing strategies for the Fall 2011 class. These strategies
were as follows:

For the day-student cohort, information covered during the first half of the semester that
was tested on the midterm exam was included on the final examination to determine
whether the concepts were actually learned and retained.

For the day-student cohort, a formative assessment one week after teaching the relevant
material was added to make sure students grasped concepts.

For the day-student cohort, memory aides to distinguish concepts and associate them with
Supreme Court cases were developed. For example, Weeks weakened the feds (applied the
exclusionary rule in federal cases); Silverstone Lumber equals the poisonous tree; or Mapp
expanded the federal rights map to the states; or Miranda keep your mouth shut – take the
5th (Amendment) and next (6th Amendment) call a lawyer; and Carroll (first “car” case). It is
notable that students contributed and helped come up with these suggested memory aides.

These strategies were shared with the adjunct faculty teaching CJI 101.
Results of the new strategies for Fall 2011
Students
administered
information.
performance
each student
failed to achieve proficiency (56.6% met) following a formative assessment
in Fall 2011. This instrument was administered one (1) week after introducing the
However, students did achieve proficiency by midterm as indicated by their
on the midterm exam. The tables below reflect the number of correct answers for
on the midterm formative assessment and on the actual midterm exam.
CJI 101 – 34
Section
Total # of Students
CORRECT# = 5
CORRECT# = 4
CORRECT# = 3
CORRECT# = 2
CORRECT# = 1
CORRECT# = 0
Total Pre-midterm
001
13
0
4
4
2
0
3
13
MET MPO
PARTIALLY MET
DID NOT MEET
8
2
3
PRE-MIDTERM
002
%
25
2
0.00%
8.00%
2
30.77%
8.00%
10
30.77%
40.00%
6
15.38%
24.00%
3
0.00%
12.00%
2
23.08%
8.00%
25
100.00%
100.00%
%
61.54%
15.38%
23.08%
14
6
5
56.00%
24.00%
20.00%
003
15
0
2
6
4
2
1
15
8
4
3
%
0.00%
13.33%
40.00%
26.67%
13.33%
6.67%
100.00%
Total Day
53
2
8
20
12
5
6
53
%
4%
15%
38%
23%
9%
11%
100%
53.33%
26.67%
20.00%
30
12
11
56.60%
22.64%
20.75%
MIDTERM EXAM
LS
All
sections
%
Total Day
%
003
%
002
%
001
Section
13
102
Total # of
Students
28
CORRECT#=5
9
69.23%
12
48.00%
8
53.33%
29
33%
5
38.46%
34
33.33%
CORRECT#=4
3
23.08%
8
32.00%
9
60.00%
20
22%
2
15.38%
22
21.57%
CORRECT#=3
9
69.23%
8
32.00%
6
40.00%
23
26%
4
30.77%
27
26.47%
CORRECT#=2
5
38.46%
4
16.00%
5
33.33%
14
16%
0
0.00%
14
13.73%
CORRECT#=1
2
15.38%
0
0.00%
1
6.67%
3
3%
1
7.69%
4
3.92%
CORRECT#=0
Total Midterm
Exam
0
0.00%
0
0.00%
0
0.00%
0
0%
1
7.69%
1
0.98%
28
100%
32
100%
29
100%
89
100%
13
100%
102
100%
21
75.00%
28
87.50%
23
79.31%
72
80.90%
11
84.62%
83
81.37%
5
17.86%
4
12.50%
5
17.24%
14
15.73%
0
0.00%
14
13.73%
2
7.14%
0
0.00%
1
3.45%
3
3.37%
2
15.38%
5
4.90%
MET MPO
PARTIALLY
MET
DID NOT
MEET
32
29
89
Students demonstrated improvement between the pre-midterm formative assessment activity
and the midterm exam. This table indicates the number of correct answers for each
student on the midterm exam, improving from 56.6% (earned on the pre-midterm
assessment) to 81.37% proficiency on the midterm exam. Student feedback on the
CJI 101 – 35
formative assessment was that the pre-test identified areas of weakness and helped students focus
their studying.
001
18
%
1
3
4
7
2
1
18
5.56%
16.67%
22.22%
38.89%
11.11%
5.56%
100.00%
PRE-FINAL
002
%
22
0
0.00%
5
22.73%
11
50.00%
6
27.27%
0
0.00%
0
0.00%
22
100.00%
8
7
3
44.44%
38.89%
16.67%
16
6
0
Section
Total # of Students
CORRECT# = 5
CORRECT# = 4
CORRECT# = 3
CORRECT# = 2
CORRECT# = 1
CORRECT# = 0
Total Final Exam
001
24
%
10
7
4
2
1
0
24
41.67%
29.17%
16.67%
8.33%
4.17%
0.00%
100.00%
MET MPO
PARTIAL MPO
DID NOT MEET
21
2
1
87.50%
8.33%
4.17%
Section
Total # of Students
CORRECT# = 5
CORRECT# = 4
CORRECT# = 3
CORRECT# = 2
CORRECT# = 1
CORRECT# = 0
Total Pre-final
MET MPO
PARTIALLY MET
DID NOT MEET
72.73%
27.27%
0.00%
FINAL EXAM
002
%
28
13
46.43%
9
32.14%
4
14.29%
2
7.14%
0
0.00%
0
0.00%
28
100.00%
26
2
0
92.86%
7.14%
0.00%
003
20
%
5.00%
25.00%
30.00%
20.00%
20.00%
0.00%
100.00%
Total Day
60
2
13
21
17
6
1
60
1
5
6
4
4
0
20
%
3%
22%
35%
28%
10%
2%
100%
12
4
4
60.00%
20.00%
20.00%
36
17
7
60.00%
28.33%
11.67%
003
23
%
%
12
6
3
2
0
0
23
52.17%
26.09%
13.04%
8.70%
0.00%
0.00%
100.00%
Total Day
75
35
22
11
6
1
0
75
47%
29%
15%
8%
1%
0%
100%
21
2
0
91.30%
8.70%
0.00%
68
6
1
90.67%
8.00%
1.33%
The success of the formative assessment activity was also evident on the final examination. Note
the significant difference between 60.00% proficiency on the pre-final assessment
activity compared to 90.67% proficiency on the final examination.
CJI 101 – 36
Evaluation of Findings by Course Goal
COURSE GOAL #1: Describe the functions of the various components of the criminal
justice system (law enforcement, courts and corrections) and explain the
interrelationship of these components.
SUMMARY OF SLO FINDINGS FOR COURSE GOAL #1
Assessment
Assignment/Instrument
Course Goal (SLO)
Method
Blueprinted midterm & final
exam questions
Blueprinted
examination
F5
M2
M4
questions
Describe the functions of
distributed to all
Day sections final exam
the various components of
sections and
also included midterm
the criminal justice system
included in
concepts
(law enforcement, courts
midterm and final
and corrections) and
exams; “It’s the
FM2
FM4
explain the interrelationship
Law” Assignment
of these components.
rubric; Journal
entry (Court) paper
“It’s the
Court paper
scored using rubric
Law”
(first 2
assignment
categories)
Overall Average
Results (average, if more
than one)
MET 76%
80%
73.53%
74.51%
MET 78.95%
81.58%
76.32%
Met 31.58%
Partially met
38.95%
Did not meet
29.47%
Met 65.85%
Partially met
23.17%
Did not meet
10.98%
MET 73.6%
The level of student achievement of the first course goal of CJI 101 [describe the functions of the
various components of the criminal justice system (law enforcement, courts and corrections) and
explain the interrelationship of these components] was assessed using 4 different instruments: the
blueprinted midterm exam (questions M2 and M4); the blueprinted final exam (question F5); a
checklist rubric to score the “It’s the Law” paper; and the first two categories of the rubric for the
Journal entry (Court) paper.

Midterm exam questions M2 and M4

Final exam question F5 and, for the day sections, (midterm concepts) FM2 and FM4

The checklist rubric used to score the “It’s the Law” assignment was designed to evaluate
the students’ overall knowledge of the fundamental principles of the criminal justice system.
Students were directed to submit a 1- to 2-page paper that described three important
concepts in criminal justice. This paper was assigned during the first weeks of class after
several class lectures and after watching a 30-minute video that covered nine fundamental
topics. In order to meet the related MPOs, students had to correctly discuss at least three
CJI 101 – 37
topics and provide a comprehensive answer for at least two topics. If a student discussed at
least two topics and attained a minimum level of proficiency on these topics, the student
partially met the standard. A student who did not fall into either the met or partially met
category failed to achieve the required proficiency level for the purposes of this assessment
study.

The journal entry paper, hereinafter Court paper, was graded using a rubric. The first two
categories of the Court paper were used to assess this assignment. The Court paper was the
last written assignment of the course and was given at the end of the semester. The first
two categories were selected because these categories reflected the students’ understanding
of the court process. Students were required to observe several days of a court proceeding
and discuss their observations. Students were graded on the detail and thoroughness of
their descriptions as well as their ability to articulate the nature of the proceedings and use
appropriate ‘criminal justice’ terminology
FINDINGS
The improvement in the quality of the written description and discussion of the court
process was remarkable. The initial proficiency of 31.58% met and 38.95% partially
met was increased to 65.85% met and 23.17% partially met for the final assignment –
more than doubling the student success exhibited in the initial assignment. Although
written assignments proved to be the most difficult task for students, the students’ understanding
of the court system was greatly improved by the end of the course. Future coursework should
continue to reinforce written communication for improved results.
CJI 101 – 38
"It's the Law" Assignment vs Court Paper
70.00%
65.85%
60.00%
50.00%
38.95%
40.00%
31.58%
29.47%
30.00%
23.17%
20.00%
10.98%
10.00%
0.00%
MET MPO
MET MPO
PARTIALLY MET
DID NOT MEET
Total # of
Students
MET MPO
PARTIALLY MET
DID NOT MEET
Total # of
Students
Court
65.85%
PARTIALLY
MET
23.17%
Law
31.58%
38.95%
DID NOT MEET
29.47%
10.98%
001
12
10
10
“It's the Law” Assignment
%
002
%
003
%
37.50%
8
24.24%
10
33.33%
31.25%
15
45.45%
12
40.00%
31.25%
10
30.30%
8
26.67%
32
100.00%
33
100.00%
30
001
19
6
2
%
70.37%
22.22%
7.41%
Court Paper
002
%
17
58.62%
7
21.21%
5
15.15%
003
18
6
2
%
69.23%
23.08%
7.69%
TOTAL DAY
54
19
9
%
65.85%
23.17%
10.98%
27
100.00%
29
26
100.00%
82
100.00%
87.88%
CJI 101 – 39
100.00%
TOTAL DAY
30
37
28
%
31.58%
38.95%
29.47%
95
100.00%
COURSE GOAL #2: Demonstrate basic knowledge of criminal law and the rights of
individual citizens.
SUMMARY OF SLO FINDINGS FOR COURSE GOAL #2
Assessment
Assignment/Instrument
Course Goal (SLO)
Method
Blueprinted
Blueprinted midterm exam
examination
questions
questions
distributed to
M1
M3
M4
M5
Demonstrate basic
all sections
knowledge of criminal law
and included
Day final exam also included
and the rights of individual
in midterm
midterm concepts
citizens.
exam for all
sections and
the final exam
FM3
FM4
FM5
for day
sections
Overall Average
Results (average, if more than one)
MET 73.04%
79.41%
72.55%
74.51%
65.69%
Partially met 64.48%
65.79%
76.32%
51.32%
MET 71.54%
The level of student achievement of the second course goal of CJI 101 (demonstrate basic
knowledge of criminal law and the rights of individual citizens) was assessed using 2 different
instruments: the blueprinted midterm exam (questions M1, M3, M4 and M5); and the blueprinted
final exam distributed to the day students that included concepts covered in the first half of the
semester and tested on the midterm exam (questions FM3, FM4, and FM5).

Midterm exam questions M1, M3, M4 and M5

Final exam questions for the day sections (midterm concepts) FM3, FM4 and FM5
FINDINGS
All assessed sections successfully demonstrated proficiency when answering the four blueprinted
midterm exam questions. These questions required students to know key case holdings and the
laws that govern the admissibility of evidence. To test the students’ retention of these concepts, all
day students were also administered a final examination that included concepts from the first half
of the semester that were tested on the midterm exam. Students did not expect that these
concepts would be repeat tested on the final exam. Without any preparation, 64.5% of the
students correctly answered the question, thus demonstrating that the concepts were
not simply memorized but actually learned. Although 70% proficiency is the achievement
target (benchmark), this finding is encouraging. Students struggle with case names, but this
information is important for any criminal justice student to master.
CJI 101 – 40
Closing the Loop – Strategy that was successful and will continue with refinements

For the day-student cohort, memory aides to distinguish concepts and associate them with
Supreme Court cases were developed. For example, Weeks weakened the feds (applied the
exclusionary rule in federal cases); Silverstone Lumber equals the poisonous tree; or Mapp
expanded the federal rights map to the states; or Miranda keep your mouth shut – take the
5th (Amendment) and next (6th Amendment) call a lawyer; and Carroll (first “car” case). It is
notable that students contributed and helped come up with these suggested memory aides.

These strategies were shared with the adjunct faculty teaching CJI 101.
COURSE GOAL #3: Describe the role of the criminal justice professional in the
community and the organization and administration of the various entities in the
criminal justice system.
SUMMARY OF SLO FINDINGS FOR COURSE GOAL #3
Assessment
Assignment/Instrument
Course Goal (SLO)
Method
Blueprinted midterm exam
questions
Describe the role of
the criminal justice
professional in the
community and the
organization and
administration of the
various entities in the
criminal justice system.
Blueprinted
examination
questions
distributed to
all sections
and included
in midterm
and final
exams
M4
M5
MET 70.1%
74.51%
Blueprinted final exam
questions
F1
F2
F3
F4
FM5
65.69%
MET 81.75%
Day final exam also
included midterm concepts
FM4
Homework
assignment
scored using
check rubric
Results (average, if more than one)
79.00%
80.00%
93.00%
75.00%
Partially met 63.82
76.32%
51.32%
MET OR EXCEEDED 72.29%
Crash paper
PARTIALLY MET 14.46%
DID NOT MEET 13.25%
Overall Average
MET 76.23%
The level of student achievement of the third course goal of CJI 101 (describe the role of the
criminal justice professional in the community and the organization and administration of the
various entities in the criminal justice system) was assessed using 4 different instruments: the
blueprinted midterm exam (questions M4 and M5); the blueprinted final exam distributed to all
CJI 101 – 41
sections (F1, F2, F3, and F4); the blueprinted final exam distributed to the day students that
included concepts covered in the first half of the semester and tested on the midterm exam
(questions FM4 and FM5); and the Crash paper.

Midterm exam questions M4 and M5

Final exam question F1, F2, F3, and F4 distributed to all sections and final exam questions
for the day sections (midterm concepts) FM4 and FM5

The Crash paper scored with a checklist rubric was also used to assess course goal #3. The
rubric focused on the students’ ability to discuss themes from the film and concepts.
Students watched the movie Crash and then identified errors in the fictional account. In
addition to the fallacies, students discussed the role of criminal justice professionals in the
community and compared this fictionalized depiction to the practices, law enforcement,
prosecution, and criminal justice concepts presented in the course textbook.
FINDINGS
All assessed sections successfully demonstrated proficiency when answering the four blueprinted
final exam questions and the two blueprinted midterm exam questions. To test the students’
retention of these concepts, all day students were also administered a final examination that
included concepts from the first half of the semester that were tested on the midterm exam.
Students did not expect that these concepts would be repeat tested on the final exam. Without any
preparation, 64% of the students correctly answered these questions, thus demonstrating that the
concepts were not simply memorized but actually learned. Although 70% proficiency is the
achievement target (benchmark), this finding is encouraging.
CJI 101 – 42
COURSE GOAL #4: Explain the social, political, economic, and cultural factors within
society that influence the development of criminological theory, laws and criminal
justice practices and their application to criminal behaviors and sanctions.
SUMMARY OF SLO FINDINGS FOR COURSE GOAL #4
Assignment/Instrument
Course Goal (SLO)
Assessment Method
Explain the social, political,
economic, and cultural
factors within society that
influence the development
of criminological theory,
laws and criminal justice
practices and their
application to criminal
behaviors and sanctions.
Homework assignment
scored using a checklist
rubric
Results (average, if more
than one)
MET OR EXCEEDED 75.44%
Crash paper scored using a
rubric
PARTIALLY MET 12.28%
DID NOT MEET 12.28%
The level of student achievement of the fourth course goal of CJI 101 (explain the social, political,
economic, and cultural factors within society that influence the development of criminological
theory, laws and criminal justice practices and their application to criminal behaviors and
sanctions) was assessed using 1 instrument: the Crash paper assignment scored with a checklist
rubric.

The Crash paper scored with a checklist rubric was also used to assess course goal #4. The
rubric focused on the students’ ability to discuss themes from the film and concepts.
Students watched the movie Crash and then identified errors in the fictional account. In
addition to the fallacies, students discussed the role of criminal justice professionals in the
community and compared this fictionalized depiction to the practices, law enforcement,
prosecution, and criminal justice concepts presented in the course textbook.
FINDINGS
The Crash paper assignment gave students an opportunity to analyze a fictionalized account of the
criminal justice system. This assignment tested students’ critical analytic skills. The assignment
was designed to assess the impact of social, political, and cultural factors within the criminal justice
system. Student feedback suggested that the students enjoyed this assignment, and their work
product reflected their level of interest. Although some students may have had difficulty writing
using proper grammar and punctuation, there was no shortage of opinions. Students had no
problem demonstrating their understanding of the societal and cultural influences that can influence
criminal justice practices and policies. Overall, the day student cohort demonstrated 75%
proficiency and, therefore, met this goal.
CJI 101 – 43
Crash paper – Course Goal #4
Section
EXCEEDED MPO
MET MPO
PARTIALLY MET
DID NOT MEET
Total # of
Students
MET OR
EXCEEDED MPO
52.00%
24.00%
8.00%
16.00%
TOTAL
DAY
32
11
7
7
56.14%
19.30%
12.28%
12.28%
25
100.00%
57
100.00%
19
76.00%
43
75.44%
001
%
002
%
003
%
17
5
3
4
58.62%
17.24%
10.34%
13.79%
15
6
4
3
53.57%
21.43%
14.29%
10.71%
13
6
2
4
29
100.00%
28
100.00%
22
75.86%
21
75.00%
%
COURSE GOAL #5: Demonstrate critical thinking skills within the context of evaluating
the complexity of criminal justice issues.
SUMMARY OF SLO FINDINGS FOR COURSE GOAL #5
Assessment
Assignment/Instrument
Course Goal (SLO)
Method
Demonstrate critical
thinking skills within the
Reaction paper
Reaction paper scored with a
context of evaluating the
assignment scored
rubric (first two categories)
complexity of criminal
using a rubric
justice issues.
MET OR EXCEEDED
Results (average, if more
than one)
EXCEEDED 20.69%
MET 52.87%
PARTIALLY MET 18.39%
DID NOT MEET 8.05%
73.56%
The level of student achievement of the fifth course goal of CJI 101 (demonstrate critical thinking
skills within the context of evaluating the complexity of criminal justice issues) was assessed using
1 instrument: the first two categories of the rubric used to score the reaction paper assignment.

The rubric used to score the reaction paper has 6 categories: 1) state your reaction (worth
20 points); 2) support your position with information presented in the textbook and other
research (worth 20 points); 3) briefly discuss the opposing view and the basis for it (worth
10 points); 4) state the strengths and weaknesses of your position (worth 25 points); 5)
what are the implications of your position? (worth 10 points); and 6) grammar (worth 15
points). This assessment study emphasized the first two of the rubric categories. Students
were expected to state their position and support it. Topics for the paper were designed to
provoke a strong reaction and foster lively debate. Students exceeded expectation if they
earned 40 – 38 points from the first two categories (i.e., a maximum of 40 points awarded).
Otherwise, earning 37 – 26 points demonstrated proficiency, earning 25 – 16 points
CJI 101 – 44
demonstrated partial proficiency, and earning 15 or fewer points indicated a failure to meet
proficiency.
Reaction Paper
24.00%
48.00%
20.00%
8.00%
TOTAL
DAY
18
46
16
7
20.69%
52.87%
18.39%
8.05%
25
100.00%
87
100.00%
18
72.00%
64
73.56%
Section
001
%
002
%
003
%
EXCEEDED MPO
MET MPO
PARTIALLY MET
DID NOT MEET
Total # of
Students
8
15
8
2
24.24%
45.45%
24.24%
6.06%
4
19
3
3
13.79%
65.52%
10.34%
10.34%
6
12
5
2
33
100.00%
29
100.00%
23
69.70%
23
79.31%
MET OR
EXCEEDED
%
FINDINGS
The day student cohort was evaluated for their level of mastery of course goal #5. Students were
able to express their opinion and support it with facts and authoritative sources. Seventy-four
percent (74%) of the students achieved proficiency of this goal. Students were given a booklet
created by the Criminal Justice Program Coordinator to assist students in Social Science research.
The booklet listed appropriate sources, identified the correct paper format, and familiarized
students with the VALE system. Many students (over 50% of the students polled) had never heard
of this resource. In addition, the rubric used to score the submitted papers and an explanation of
the appropriate format for an opinion paper was distributed to students.
CJI 101 – 45
COURSE GOAL #6:
Communicate effectively with accurate ‘criminal justice’
terminology in written and/or oral form.
SUMMARY OF SLO FINDINGS FOR COURSE GOAL #6
Assessment
Assignment/Instrument
Course Goal (SLO)
Method
Reaction paper
assignment scored
using a rubric
Communicate effectively
with accurate ‘criminal
justice’ terminology in
written and/or oral
form.
Reaction paper scored
using a rubric (first two
categories)
“It’s the Law” Assignment
scored using a rubric
Essay questions
scored using a
rubric; homework
assignments scored
using a checklist
rubric
Essay questions scored
using a rubric
Court paper scored using a
rubric
Overall average
(excluding initial
assignment)
Results (average, if
more than one)
EXCEEDED 20.69%
MET 52.87%
PARTIALLY MET 18.39%
DID NOT MEET 8.05%
EXCEEDED/MET 73.56%
MET 31.58%
PARTIALLY MET 38.95%
DID NOT MEET 29.47%
MET 67.90%
PARTIALLY MET 18.52%
DID NOT MEET 13.58%
MET 65.85%
PARTIALLY MET 23.17%
DID NOT MEET 10.98%
66.875%
The level of student achievement of the sixth course goal of CJI 101 (communicate effectively with
accurate ‘criminal justice’ terminology in written and/or oral form) was assessed using 4 different
instruments: the first two categories of the rubric used to score the reaction paper; the first two
categories of the rubric used to score the Court paper assignment; the overall score of the essay
questions; and a checklist rubric used to score the “It’s the Law” assignment.

The essay assessed students’ abilities to answer a criminal justice essay question using
appropriate ‘criminal justice’ terminology and concepts. Students earning a score of 70 or
higher on the essay question demonstrated proficiency; earning a score of 69 – 60
demonstrated partially proficiency; and earning a score of 59 or below failed to demonstrate
proficiency.

The checklist rubric used to score the “It’s the Law” assignment was designed to evaluate
the students’ overall knowledge of the fundamental principles of the criminal justice system
and the students’ abilities to use accurate terminology in written form. Students were
directed to submit a 1- to 2-page paper that described three important concepts in criminal
justice. This paper was assigned during the first weeks of class after several class lectures
and after watching a 30-minute video that covered nine fundamental topics. In order to
meet the related MPOs, students had to correctly discuss at least three topics and provide a
CJI 101 – 46
comprehensive answer for at least two topics. If a student discussed at least two topics and
attained a minimum level of proficiency on these topics, the student partially met the
standard. A student who did not fall into either the met or partially met category failed to
achieve the required proficiency level for the purposes of this assessment study.

The journal entry paper, hereinafter Court paper, was graded using a rubric. The first two
categories of the Court paper were used to assess this assignment. The Court paper was the
last written assignment of the course and was given at the end of the semester. The first
two categories were selected because these categories reflected the students’ understanding
of the court process and required accurate use of the appropriate terminology. Students
were required to observe several days of a court proceeding and discuss their observations.
Students were graded on the detail and thoroughness of their descriptions as well as their
ability to articulate the nature of the proceedings and use appropriate ‘criminal justice’
terminology.
FINDINGS
The improvement in the quality of the written description and discussion of the court
process and the appropriate use of criminal justice terminology was remarkable. The
initial proficiency of 31.58% met and 38.95% partially met was increased to 67.9%
met and 18.52% partially met for the essay assignment; and 65.85% met and 23.17%
partially met for the final assignment – more than doubling the proficiency findings for
the initial assignment. Although written assignments proved to be the most difficult, the
students’ understanding of the court system and their ability to use the correct terms and articulate
concepts was greatly improved by the end of the course. In addition, the student response to the
essay questions demonstrated a marked improvement in their accurate use of terminology. Future
coursework should continue to reinforce written communication for improved results.
CJI 101 – 47
"It's the Law" Assignment vs Court Paper vs Essay
70.00%
65.85%
67.90%
60.00%
50.00%
38.95%
40.00%
31.58%
29.47%
30.00%
23.17%
18.52%
20.00%
10.98%
13.58%
10.00%
0.00%
MET MPO
Court
65.85%
PARTIALLY
MET
23.17%
DID NOT
MEET
10.98%
Law
31.58%
38.95%
29.47%
Essay
67.90%
18.52%
13.58%
b. Sharing the Results

The results of this study will be shared will all faculty, including adjunct faculty, who teach
Criminal Justice courses.

All new faculty will receive a copy of this CJI 101 SLOAT assessment report.

These results will also be discussed at the regularly scheduled Criminal Justice Program
Assessment Committee meeting.

The Criminal Justice Program Assessment Committee will solicit input and suggestions from
adjunct faculty members.

The Criminal Justice Program Assessment Committee will develop strategies to address
students’ difficulty with written communication.
CJI 101 – 48
c. Closing the Loop
Overall, the assessed students met the course goal achievement targets (benchmarks) and
demonstrated proficiency of 12 out of 13 (92%) measurable performance outcomes examined.
Writing was the most difficult standard to achieve, although opinion-based writing was not a
problem. Students have a voice but are reluctant to articulate their knowledge in writing. It is
important to note that all of the written assignments that were included in this course assessment
had been assigned to CJI 101 students for several semesters. That is, no assignment was added or
changed in anticipation of this assessment study. In fact, evaluation of student learning outcomes
happens in the classroom all the time. This assessment allows us to formally document and
highlight efforts in teaching and learning evaluation that have always been a strategic component
of the course offerings. These principles – that we must build assignments into the course that test
the skills we want students to achieve in the course and in the program – are infused into the
curriculum of the Criminal Justice Program. This process began in earnest in 2005 when the
Criminal Justice Program identified the proficiencies students needed to obtain from the program
and then mapped its curriculum (see Appendix A) to these program goals by identifying the courses
required in the program that would introduce, enhance, and reinforce the desired body of
information and competencies. We will continue to ask, answer, reflect, and execute this process
so that students achieve the competencies they need to prepare them for their academic journey.
Strategies Incorporated in the Course during Fall 2011

Created a Research Paper booklet and distributed it to students – this was shared with all
criminal justice faculty and copies were made available to all sections.

The Criminal Justice Program Assessment Committee will solicit input and suggestions from
adjunct faculty members.

The Criminal Justice Program Assessment Committee will develop strategies to address
students’ difficulty with written communication.

Asked information about concepts from the first half of the semester that were tested on the
midterm exam again on the final exam to make sure students retained the information.

Added formative assessment activities (one week after the material was taught) to make
sure students understood concepts and to identify areas of student underperformance so
they could be addressed.
CJI 101 – 49

Purchased a scantron report form that identified the number of correct and incorrect
answers on the midterm and final exams. Once the problematic questions were identified,
this information facilitated the debriefing and content review after the midterm exam.

For the day-student cohort, memory aides to distinguish concepts and associate them with
Supreme Court cases were developed. For example, Weeks weakened the feds (applied the
exclusionary rule in federal cases); Silverstone Lumber equals the poisonous tree; or Mapp
expanded the federal rights map to the states; or Miranda keep your mouth shut – take the
5th (Amendment) and next (6th Amendment) call a lawyer; and Carroll (first “car” case). It is
notable that students contributed and helped come up with these suggested memory aide.
d. Recommendations for Spring 2012

Continue successful strategies from Fall 2011.

The Criminal Justice Program Assessment Committee will solicit input and suggestions from
adjunct faculty members.

The Criminal Justice Program Assessment Committee will develop strategies to address
students’ difficulty with written communication.

Information from the first half of the semester that is tested on the midterm exam will be
repeated again on the final exam to make sure students retained the information.

Distribute a VARK (VISUAL – AURAL – READ/WRITE – KINESTHETIC) test to students so that
they can determine their learning style(s). NOTE: This information can be used to improve
content delivery by tailoring class activities to students’ learning styles.
CJI 101 – 50
APPENDIX A – Criminal Justice Program Curriculum Mapping
CJI 101 – Appendix A – 1