The Florida Department of Education Students Performance Standard offers guidelines in determining the skills and employability of students who have undertaken Criminal Justice Operations 1. The standard highlights the intended learning objectives in correlation with the skills retained by the students. To pass the assessment, the student must demonstrate an understanding of the underlying concepts and their application in daily lives. While the standard proposes assessment criteria, sometimes it becomes necessary for an educator to develop a subjective assessment model that meets the needs of the training tactics, and the students.
Standard and Objectives
Based on the Florida Department of Education Students Performance Standards, students who excel in Criminal Justice Operations 1 should possess a number of skills. However, these skills are specific and might require different assessment models. For instance, the translation of ethics in the criminal justice system would require personal communication. Therefore, this assessment will seek to determine students' excellence in three objectives. Firstly, the assessment will test whether the student understands the history, goals, and objectives of the criminal justice systems. Secondly, the assessment will determine whether a student understands the hierarchy of the justice system and overall comprehension of constitutional laws and their application at the justice system.
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Assessment Plan
Considering the learning objectives, and their applicability in subjective real-life situations, I would use a written response as the primary assessment criteria. Written response method of assessment allows the respondents to critically analyze and report key findings, ideas, and reasoning. The diversity allowed by written response also allows the students to offer more information about their skill sets and ideologies (Chappuis & Stiggins, 2017). Through guided questions, this model will ask questions to report their knowledge on a specific aspect of criminal justice. In the determination of the application of the law, students will be allowed to reasoning to make valid and verifiable observations.
The assessment will be summative where no learning will be taking place (Taras, 2005). Instead, the teacher will use standardized tests to examine the success of the teaching and learning processes. To achieve this, the summative/formative, written-response test will have five key tests, each will specific testing matrix and aiming at identifying various strengths.
Types of Assessment Designs
Written Prompt
Each student will choose a topic focusing on the history, goals, and objectives of the criminal justice system. The teacher will approve the topic and the student will write a research paper. The selection of the topic will ensure its relevance to the objectives of the test. For a student to pass in this prompt, he or she must depict excellent research skills, comprehension, and personal views on the justice system.
Direct Questions
The teacher will prepare questions coming from each of the three learning objectives. Each question will have an equal score value to encourage diversity. The questions will also encourage personal perception or opinion towards learning objectives. A student must score a minimum of 70% to pass the assessment.
Argumentative Essays
The students will write argumentative essays taking a position on a controversial law or aspect of the constitution. The student will offer personal opinions on the law and include propositions on how the law can become more inclusive and uphold the principles of the justice system. To pass in this assessment, a student must show an in-depth understanding of the constitutions and its application and more so, its impacts on its subjects. The essay must also leave a room for counter argument in the future.
Term Papers
Term papers will be a formative assessment method where students will present four drafts throughout the course. Each of the drafts will be a build up from the first indicating the growth of the learning process. Completion of the research paper and integration of the instructor's feedback is the only requirement to pass the test. During the course, the instructor will closely monitor the research papers to ensure all students understand the basic concepts before moving to specialized or advanced topics.
Final Exams
Final examinations are truly summative and give students a limited span of time to express their knowledge and reasoning in written form. This exam will include topics that meet the intended learning objectives. To pass, a student will describe the judicial systems, its relation to the constitution, and the hierarchy of the justice system in an operational setting.
Overall Assessment
Although the assessment is mostly summative, it will allow sessions of formative assessment where students get a chance to upgrade their score by refining their reasoning and knowledge given. When integrated, this assessment model will seek to identify the students’ comprehension of the justice system and his or her readiness to apply these concepts in real-life situations. As such, the assessment will also give an index of employability depending on the score.
| Tested learning Objective | Level | Testing Method | #Points |
| History of Justice System | Knowledge | Written Response/ Direct Questions | |
| Purpose of Objectives of the Justice System | Knowledge | Written Response/ Written Prompt | |
| Understand the Hierarchy of Justice System | Knowledge | Written Response/ Term Paper | |
| Examine the constitution and common laws | Reasoning | Written Response/ Written Prompt | |
| Make an argument about laws and their reaction to daily lives. | Reasoning | Written Response/ Argumentative Essay | |
| Overall comprehension of the justice system and its application | Reasoning/Knowledge | Written Response/ Final Exam |
In subsequent tests or follow-ups after grading, students will be given a chance to review peers’ work. The student’s participation in the process will allow them to view issues from multiple perceptive as seen by their peers. Additionally, the process is likely to introduce debate among the students thus promoting formative learning throughout the course.
References
Chappuis, J. & Stiggins, R.J. (2017). Introduction to Student-Involved Assessment FOR
Learning, An . [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9780133550566/
Knight, P. T. (2002). Summative assessment in higher education: practices in disarray. Studies in
Higher Education , 27 (3), 275-286.
Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British
journal of educational studies , 53 (4), 466-478.
