Criminal Justice Assessment Report 2010/2011 School of Humanities and Social Sciences Indiana University East

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1 Criminal Justice Assessment Report 2010/2011 School of Humanities and Social Sciences Indiana University East Assessment Overview: This assessment report is submitted with the understanding that our program is still in the process of developing an overall assessment procedure. As such, the results of this report are preliminary and representative of a small sample of assessment data for the criminal justice degree program. The assessment process for the criminal justice program for 2010/2011 focuses on a detailed review of the final papers for two core courses: J202- Criminal Justice Data, Methods and Resources and J439 - Crime and Public Policy and the research presentation for J439 - Crime and Public Policy. This review was accomplished via an item analysis of the final paper and presentation rubrics for each of these two courses. (see Appendix A and B). All twenty-five research paper and presentations from J439 were used in this analysis. A random sample of fifteen final research proposals from J202 were used in this analysis. Results indicate that students rate at satisfactory and near satisfactory for the program learning objectives related to critical thinking and ethics. The results were lower, however, in the areas relating to communication indicating a need to address issues relating to writing, formatting, and other communicative content. Assessment Data and Measurement: J202- Criminal Justice Data, Methods and Resources Thirty-three students were enrolled in this course during Fall The final project proposal in J202 is designed to test the following program - level learning objectives: 5. Apply the skills, values and methods of well-cultivated critical thinking, including the ability to acquire, interpret, evaluate, communicate and analyze relevant information, data and empirical evidence 6. Exhibit an understanding of the ethical considerations of criminal justice theory, practice, policy and research 8. Ability to communicate clearly, concisely and coherently in oral, written and other creative forms. Students papers were graded according to the rubric found in Appendix A. 1

2 J439 - Crime and Public Policy Twenty-five students were enrolled in this capstone course during Spring The final research project and presentation in J439 are designed to test the following program-level learning objectives: 5. Apply the skills, values and methods of well-cultivated critical thinking, including the ability to acquire, interpret, evaluate, communicate and analyze relevant information, data and empirical evidence; 8. Ability to communicate clearly, concisely and coherently in oral, written and other creative forms. Students papers and presentations were graded according to the rubrics found in Appendix B. Assessment Results: The following table shows descriptive analysis of the final research paper and presentation for J439. Results indicate that, on average, J439 students perform satisfactory in critical thinking/content; at or near satisfactory in both structure and communication; and near satisfactory in presentation content and style. Critical Thinking N Minimum Maximum Mean Critical Thinking-Relevance Critical Thinking-Assessing Evidence Critical Thinking-Method Strengths and Weaknesses Structure/Organization Structure/Organization: Thesis Development Structure/Organization: Overall Organization Communication Communication: Appropriate Language Use Communication: Style Communication: Grammar and Mechanics Communication: Format Communication/Presentation Presentation: Content Presentation: Coherence and Organization

3 Presentation: Creativity Presentation: Material Presentation: Speaking Skills Presentation: Audience Reception Presentation: Length and Timing Table 1: J439 Descriptive Statistics Closer analysis of the data reveal a wide gap between students abilities to meet learning objectives. Frequency distributions show that in all critical thinking categories there is a reverse curve between those that perform at an exemplary level and those that rate below satisfactory or unsatisfactory. As table 2 shows, for example, 44 % of students rate at below or unsatisfactory and 48% rate at above satisfactory or exemplary in the critical thinking-content category. All critical thinking categories reveal similar responses indicating a large range in students ability to meet program learning objectives. Critical Thinking-Content Frequency Percent Valid Percent Cumulative Percent Valid Unsatisfactory Below Satisfactory Satisfactory Above Satisfactory Exemplary Total Table 2: J439 Frequency There was very little variation in the range of scores for communicative categories. 3

4 Similar results were found in analysis for J202. Fifteen final papers were randomly selected for analysis and reveal the following: Content and Organization N Minimum Maximum Mean Content and Organization: Thesis Statement Content and Organization: Lit Review Content and Organization: Relevant Sources Content and Organization: Conceptualization Content and Organization: Method Description Content and Organization: Method Assessment Content and Organization: Operationalization Content and Organization: Population and Sampling Content and Organization: Significance of Research Content and Organization: Research Ethics Content and Organization: Evidence Assessment Paper Mechanics/Communication Paper Mechanics/Communication: Length Paper Mechanics/Communication: Format Paper Mechanics/Communication: Style Paper Mechanics/Communication: Bibliography Table 3: J202 Distribution In terms of content and organization, students performed at a satisfactory or near satisfactory level with the exception of the categories of operationalization and the ability to assess the strengths and weaknesses of various research methods. In terms of paper mechanics/communication, students performed at below satisfactory or unsatisfactory in all categories. Students knowledge of research related ethics was at a satisfactory level. Like J439, closer analysis of the data reveal a wide gap between students abilities to meet learning objectives. Frequency distributions show that in all content and organization categories there is a reverse curve between those that perform at an exemplary level and those that rate below satisfactory or unsatisfactory. As table 4 shows, for example, 40 % of students rate at unsatisfactory and 26.7% rate at above satisfactory or exemplary relating to their ability to determine the reliability and validity of evidence. All content and organization categories reveal similar responses indicating a large range in students ability to meet program learning objectives. 4

5 Content and Organization: Evidence Assessment Frequency Percent Valid Percent Cumulative Percent Valid Unsatisfactory Satisfactory Above Satisfactory Exemplary Total Table 4: J202 Frequency Again, like J439, there was very little variation in the range of scores for communicative categories. Assessment Discussion: Again, I want to reiterate that this assessment is based on a very limited sample of course-related criminal justice data. The results are in no way to be taken as an exhaustive assessment of the criminal justice program. The results do, however, offer some information that will be useful to improving the program. First, it appears that there is a wide variation between students in relation to critical thinking. Criminal justice faculty may want to discuss this finding and find ways to address the disparities in critical thinking performance. Second, in the area of communication, students appear to be performing at a below satisfactory level. Criminal justice faculty may want to discuss this finding and find ways to improve students' abilities to communicate in written and oral form, cite research sources, and other formatting and style issues. 5

6 APPENDIX A Rubric for Final Proposal Project J202: Criminal Justice Data, Methods, and Resources Due: December 8, 2010 Paper Content and Organization - 90% The paper clearly lays out the problem/question to be addressed -5 The paper includes an appropriate literature review, including a critical - 5 examination of the literature regarding the topic The researcher clearly cites existing research on the topic (at least two sources) -5 The paper clearly articulates how the researcher conceptualizes and defines the -5 main terms used in the research The paper includes a clear articulation of the data collection method used -5 The paper includes a clear articulation of why this method is most appropriate for the research proposed (i.e. its strength) The paper includes a clear explanation of the major weakness of the method used in the research proposed The paper includes a detailed discussion about how the researcher will operationalize and measure the major concepts used in the proposal The paper includes a clear and detailed discussion about the population affected by the research and the sample chosen The paper includes a detailed discussion of the significance of this research (i.e. why this research matters and deserves to be considered) The paper includes a detailed discussion of the ethical considerations of this research All major claims in the proposal are backed up by existing research (i.e. claims are based on evidence either obtained from the textbook or your own research on the topic, not opinion) Paper Mechanics - 10% Paper includes cover page with identifying information (name, course, date) -2 Paper is full 8-10 pages -2 Paper is typed, stapled, and written in 12 pt. font and double spaced -2 All citations in the paper are according to either APA or MLA style (both in text and in the bibliography) - 2 6

7 The paper includes an appropriate bibliography, reference, or works cited page -2 7

8 APPENDIX B Research Paper Rubric Name: Date: Content/Critical Thinking- 60 pts Gathers and assesses relevant information to topic* Ability to assess the validity and reliability of information Clearly assesses strengths and weaknesses of differing information on topic and on methodologies used Draws well-reasoned conclusions based on relevant information Make claims only with supportable evidence Raises important questions and problems in a way that does not misrepresent others arguments, claims, statistics, methodologies, analyses, ideas, or assumptions. 10 points 10 points 10 points 10 points 10 points 10 points Structure and Organization - 20 points Thesis is clearly stated and specific Ideas are organized logically and appropriately Effective Communication, Style, and Mechanics - 20 points Comprehends and uses language with accuracy, clarity, and conciseness APA or MLA style (in paper and bibliography) Consideration of sentence structure and grammar Appropriate format for professional presentation (font, spacing, etc.) 10 points 10 points 5 points 5 points 5 points 5 points *Failure to draw on information from five peer-reviewed sources, as per the directions, will result in the loss of all points for this section. As a reminder, the dictionary or any completely web-based source is not generally considered peer-reviewed. Critical Thinking/Content/S&O Communication Exceptional - 9/10 Exceptional - 5 Above Satisfactory-8 Above Satisfactory-4 Satisfactory-7 Satisfactory - 3 Below Satisfactory-6 Below Satisfactory -2 Unsatisfactory-5 or below Unsatisfactory-1 8

9 Research Presentation Rubric Name: Date: EXCEPTIONAL 4 GOOD 3 FAIR 2 POOR 1/0* Weight/ Grade Content An abundance of material clearly related to thesis; points are clearly made and all evidence supports thesis; varied use of materials Sufficient information that relates to thesis; many good points made but there is an uneven balance and little variation There is a great deal of information that is not clearly connected to the thesis Thesis not clear; information included that does not support thesis in any way Weight: Grade X 2 Total: Coherence and Organization Thesis is clearly stated and developed; specific examples are appropriate and clearly develop thesis; conclusion is clear; shows control; flows together well; good transitions; succinct but not choppy; well organized Most information presented in logical sequence; generally very well organized but better transitions from idea to idea and medium to medium needed Concept and ideas are loosely connected; lacks clear transitions; flow and organization are choppy Presentation is choppy and disjointed; does not flow; development of thesis is vague; no apparent logical order of presentation Weight: Grade X 2 Total: Creativity Very original presentation of material; uses the unexpected to full advantage; captures audience's attention Some originality apparent; good variety and blending of materials/media Little or no variation; material presented with little originality or interpretation Repetitive with little or no variety; insufficient use of multimedia Weight: Grade X 1 Total: Material Balanced use of multimedia materials; properly used to develop thesis; use of media is varied and appropriate Use of multimedia not as varied and not as well connected to thesis Choppy use of multimedia materials; lacks smooth transition from one medium to another; multimedia not clearly connected to thesis Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials too much of one, not enough of another Weight: Grade X 1 Total: Speaking Skills Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence, without arrogance Clear articulation but not as polished Some mumbling; little eye contact; uneven rate; little or no expression Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone Weight: Grade X 3 Total: Audience Response Involved the audience in the presentation; points made in creative way; held the audience's attention throughout Presented facts with some interesting "twists"; held the audience's attention most of the time Some related facts but went off topic and lost the audience; mostly presented facts with little or no imagination Incoherent; audience lost interest and could not determine the point of the presentation Weight: Grade X 3 Total: Length of Presentation Within two minutes of allotted time +/- Within four minutes of allotted time +/- Within six minutes of allotted time +/- Too long or too short; ten or more minutes above or below the allotted time Weight: Grade X 1 Total: Total: 9

10 APPENDIX C Criminal Justice Assessment Plan 2011 School of Humanities and Social Sciences Indiana University East Degrees Offered: Bachelor of Science in Criminal Justice Programs Offered: On-site degree program (Richmond) Online degree completion program Off-site degree completion program (New Castle) Mission Statement: The mission of the criminal justice program at IU East is to foster an academic environment that provides students with a broad-based understanding of the role of the criminal justice system in American society. The criminal justice program assists students in acquiring the knowledge, values, and skills that will enable them to critically examine criminal justice research, practice and policy within the framework of a liberal arts education. A. Departmental Goals: The primary goal of the criminal justice program is to prepare students for their role as criminal justice professionals by providing them the knowledge and tools needed to engage with the problems of the criminal justice system and the needs of society in ways consistent with the democratic traditions of law, social well-being, and individual rights. The criminal justice curriculum is designed to achieve these and the following goals in accordance with the following IU East undergraduate learning objectives: Breadth and Depth of Knowledge: IU East Learning Objective 1: Educated persons should be exposed to a broad variety of academic fields traditionally known as the liberal arts (humanities, fine arts, social sciences, natural sciences) in order to develop a critical appreciation of diversity of ideas and creative expression. IU East Learning Objective 2: Educated persons should have achieved depth in some field of knowledge. A sequential accumulation of knowledge and skills in an academic discipline is essential for focused personal and professional development. 10

11 Criminal justice graduates will acquire a deep understanding of the origin and nature of criminal law, the history of the criminal justice system and its individual components, the theoretical frameworks used to interpret the causes and extent of crime and the ethical and policy implications of modern criminal justice practices. Criminal justice graduates will also attain an awareness of the influence of various academic fields on the understanding of criminality, criminal justice practice and policy and develop an appreciation for the interdisciplinary nature of criminal justice study. Critical Thinking and Problem Solving: IU East Learning Objective 4: Educated persons should be able to relate computational skills to all fields so that they are able to think with numbers. At a minimum, students should be able to carry out basic arithmetical and algebraic functions; they should have a working concept of simple statistics; and they should be able to interpret and use data in various forms. IU East Learning Objective 5: Educated persons should have the ability to develop informed opinions; to comprehend, formulate, and critically evaluate ideas; and to identify problems and find solutions to those problems. Effective problem solving involves a variety of skills including research, analysis, interpretation and creativity. Criminal justice graduates will attain the values, knowledge and tools necessary to become wellcultivated critical thinkers, creative problem solvers and informed decision makers. Students will learn how to apply the skills, values and methods of well-cultivated critical thinking, including the ability to acquire, interpret, evaluate, communicate and analyze relevant information, quantitative and qualitative data and empirical evidence. Clear and Effective Communication: IU East Learning Objective 3: Educated persons should be able to express themselves clearly, completely and accurately. Effective communication entails sharing ideas through a variety of techniques, including reading, writing, speaking and technology. Graduates will acquire the skills needed to communicate in a variety of forms including written, public speaking and the use of communicative technologies. Students will learn to appreciate the importance of communicative practice in the field of criminal justice and the role of good communication skills for their professional practice as criminal justice workers. Professional Conduct and Global Citizenship: IU East Learning Objective 6: Educated persons should develop the skills to understand, accept, and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures; one s life is experienced within the context of other races, religions, languages, nationalities and value systems. IU East Learning Objective 7: Educated persons should be expected to have some understanding of and experience in thinking about moral and ethical problems. A significant 11

12 quality in educated persons is the ability to question and clarify personal and cultural values, and thus be able to make discriminating moral and ethical choices. Graduates will attain the values and skills required of professionals in our increasingly global world. This includes respect for diversity, an appreciation of the global and local forces shaping human experience, and an understanding of the ethical dimensions of criminal justice practice, policy and research. B. Criminal Justice Program-Level Learning Objectives: Graduates of the criminal justice program will be able to: 1. Identify and define common criminal justice terms and concepts; 2. Describe the history, organization and function of each component of the criminal justice system including: policing, courts, corrections, and the juvenile justice system; 3. Evaluate the role of government and law in criminal justice practice and policy; 4. Compare and contrast the primary theoretical frameworks used in criminology and criminal justice; 5. Apply the skills, values and methods of well-cultivated critical thinking, including the ability to acquire, interpret, evaluate, communicate and analyze relevant information, data and empirical evidence; 6. Exhibit an understanding of the ethical considerations of criminal justice theory, practice and policy; 7. Develop respect for diversity through an understanding of the impact of gender, race and social class for criminal justice practice and policy; 8. Ability to communicate clearly, concisely and coherently in oral, written and other creative forms. C. Required Major Courses and Program-Level Learning Objectives: SPEA J101 SPEA J201 SPEA J202 SPEA J301 SPEA J306 SPEA J321 SPEA J331 SPEA J439 PLO 1 x x x x PLO 2 x x x x PLO 3 x x x PLO 4 x x x x x x PLO 5 x x x x x PLO 6 x x x x x x PLO 7 x x x x x PLO 8 x x x x x x 12

13 D. Program Assessment Beginning Fall 2011, the criminal justice program will utilize the following assessment tools for a pilot evaluation of the degree program. This plan is developed with the understanding that adjustments may need to be made after its full implementation. Each of the assessment tools is designed to evaluate the criminal justice degree learning objectives and to further faculty understanding of the strengths and weakness of the overall program and individual courses. Concepts Exam Beginning in Fall 2011, criminal justice faculty will implement the use of a concepts exam. The exam will consist of a series of multiple-choice and true-false questions designed to objectively capture students ability to identify and define major concepts/ideas utilized in the study and practice of criminal justice. Utilizing a pre- and post-test design, the exam will be administered in the Introduction (SPEA J101) and Capstone (SPEA J439) courses to measure changes in students understanding and knowledge of the concepts/ideas presented in criminal justice courses. Concepts Measures: During Summer 2011, all tenure-track faculty will discuss and collect items for inclusion into the concept exam. Items from all core classes will be included in the exam. Student Portfolios: Beginning in Fall 2011, criminal justice faculty will begin collecting written assignments for inclusion into student portfolios. Student portfolios will consist of J202: Final research proposal paper One 300 level core course: Either minute papers, essay exam responses, or other papers as appropriate. One elective course (either 200 or 300 level): Either minute papers, essay exam responses, or other papers as appropriate. J439: Final research paper and presentation Student Portfolio Measures Student portfolios will all be graded according to the rubric in Appendix D. This rubric is designed to measure students critical thinking, analytical/problem solving and communication 13

14 skills. The rubric will be adapted to also include assessment of students knowledge of ethical and diversity issues as applicable depending on course/paper topics. Exit Surveys: Beginning Spring 2011, all J439 instructors will be required to administer and collect an exit survey. The exit survey will be designed to gather student input about the ability of the program to meet the learning objectives of individual courses and the overall program. Exit Survey Measures: During Summer 2011, all full-time faculty will discuss and collect items for inclusion into the exit survey. Questions will include measures of student assessment of the program, specific courses, specific learning objectives and pedagogical strengths, weaknesses and concerns. E. Data Collection and Responsibility Concepts Exam Concepts exam (pre-test): All J101 instructors will be required to disseminate the pre-test concepts exam. This exam is to be administered during the first or second course meeting before instructors begin any substantive instruction in the course. The assessment coordinator is responsible for the collection and storage of pre-test exams. Data will be managed via data management software (excel, spss, etc.). Concepts exam (post-test): All J439 instructors will be required to disseminate the post-test concepts exam. This exam will be administered during the first or second course meeting before instructors begin any substantive instruction in the course. The assessment coordinator is responsible for the collection and storage of post-test exams. Data will be managed via data management software (excel, spss. etc.). Concepts exam analysis: The assessment coordinator is responsible for the analysis of the preand post-test data. In the spring semester, the assessment coordinator will perform a statistical analysis comparing the pre- and post-test results to evaluate changes in pre- and post - test scores. The analysis will compare changes in overall test scores and individual item analysis. Concepts exam evaluation: The assessment coordinator will present a statistical analysis of concept exam data to all criminal justice faculty for evaluation. Student portfolio J202: All J202 instructors will be required to make copies of final paper assignments for student portfolios. The assessment coordinator is responsible for collection and storage of J202 final paper assignments for inclusion into student portfolios. 14

15 300 level: All 300 level core course instructors will be required to collect and make copies of at least one (1) of the following: essay exam response, response paper, or final paper for their course. In the spring semester, the assessment coordinator will randomly collect one of the written assignments from one randomly selected 300 level core courses for inclusion into student portfolios. Elective: All elective course instructors will be required to collect and make copies of at least one (1) of the following: essay exam response, response paper, or final paper in their course. In the spring semester, the assessment coordinator will randomly collect all student papers from one written assignment from one elective course for inclusion into student portfolios. J439: All J439 instructors will be required to collect and make copies of final research paper assignments for student portfolios. The assessment coordinator is responsible for collection and storage of J439 final assignments for inclusion in student portfolios. Student portfolio analysis: The assessment coordinator is responsible for the collection and storage of all student portfolios. In the spring semester, the assessment coordinator will randomly select portfolios for assessment purposes. Analysis of the portfolios will be divided among criminal justice faculty and analyzed according to the measurement rubric provided in Appendix D. Exit Survey All J439 instructors will be required to administer and collect an exit survey. The survey will be administered the final day of the course. Exit survey analysis: The assessment coordinator is responsible for collection and storage of exit surveys. In the spring semester, the assessment coordinator will present a statistical and qualitative analysis of the exit surveys to all criminal justice faculty for evaluation. F. Dissemination of Assessment Results In the summer semester, the assessment coordinator will distribute a written assessment report to all criminal justice faculty and the annual assessment report to the Dean. G. Program Improvement In the summer semester, all full-time criminal justice faculty will discuss the results of the assessment report to address the strengths and weakness of specific aspects of the program. 15

16 APPENDIX D Student Portfolio Rubric Purpose Key Question, Problem, or Issue Point of View Information Concepts Assumptions 4 - Exemplary If applicable, consistently does all or almost all of the following --Demonstrates a clear understanding of the assignment s purpose --Clearly defines the issue or problem; accurately identifies the core issues --Appreciates depth and breadth of problem --Demonstrates fairmindedness toward problem --Identifies and evaluates relevant significant points of view --Is empathetic, fair in examining all relevant points of view --Gathers sufficient, credible, relevant information: observations, statements, logic, data, facts, questions, graphs, themes, assertions, descriptions, etc. --Includes information that opposes as well as supports the argued position --Distinguishes between information and inferences drawn from that information --Identifies and accurately explains/uses the relevant key concepts --Accurately identifies assumptions (things taken for granted) --Makes assumptions that are consistent, reasonable, valid 3 - Satisfactory If applicable, consistently does most or many of the following --Demonstrates an understanding of the assignment s purpose --Defines the issue; identifies the core issues, but may not fully explore their depth and breadth --Demonstrates fair-mindedness --Identifies and evaluates relevant points of view --Is fair in examining those views --Gathers sufficient, credible, and relevant information --Includes some information from opposing views --Distinguishes between information and inferences drawn from it --Identifies and accurately explains and uses the key concepts, but not with the depth and precision of a 4 --Identifies assumptions --Makes valid assumptions Below Satisfactory If applicable, consistently does most or many of the following --Is not completely clear about the purpose of the assignment --Defines the issue, but poorly (superficially, narrowly); may overlook some core issues --Has trouble maintaining a fairminded approach toward the problem --May identify other points of view but struggles with maintaining fairmindedness; may focus on irrelevant or insignificant points of view --Gathers some credible information, but not enough; some information may be irrelevant --Omits significant information, including some strong counterarguments --Sometimes confuses information and the inferences drawn from it --Identifies some (not all) key concepts, but use of concepts is superficial and inaccurate at times --Fails to identify assumptions, or fails to explain them, or the assumptions identified are irrelevant, not 1 - Unsatisfactory If applicable, consistently does all or almost all of the following --Does not clearly understand the purpose of the assignment --Fails to clearly define the issue or problem; does not recognize the core issues --Fails to maintain a fair-minded approach toward the problem --Ignores or superficially evaluates alternate points of view --Cannot separate own vested interests and feelings when evaluating other points of view --Relies on insufficient, irrelevant, or unreliable information --Fails to identify or hastily dismisses strong, relevant counter-arguments --Confuses information and inferences drawn from that information --Misunderstands key concepts or ignores relevant key concepts altogether --Fails to identify assumptions --Makes invalid assumptions

17 Interpretations, Inferences Implications, Consequences --Follows where evidence and reason lead in order to obtain defensible, thoughtful, logical conclusions or solutions --Makes deep rather than superficial inferences --Makes inferences that are consistent with one another --Identifies the most significant implications and consequences of the reasoning (whether positive and/or negative) --Distinguishes probable from improbable implications --Follows where evidence and reason lead to obtain justifiable, logical conclusions --Makes valid inferences, but not with the same depth and as a 4 --Identifies significant implications and consequences and distinguishes probable from improbable implications, but not with the same insight and precision as a 4 clearly stated, and/or invalid --Does follow some evidence to conclusions, but inferences are more often than not unclear, illogical, inconsistent, and/or superficial --Has trouble identifying significant implications and consequences; identifies improbable implications --Uses superficial, simplistic, or irrelevant reasons and unjustifiable claims --Makes illogical, inconsistent inferences --Exhibits closed-mindedness or hostility to reason; regardless of the evidence, maintains or defends views based on selfinterest --Ignores significant implications and consequences of reasoning The student portfolio rubric employ the Universal Intellectual Standards developed by the Foundation for Critical Thinking (FCT). This rubric is the "base" model developed and offered by the FCT for assessment use. This rubric will be modified before its inclusion into the assessment plan to include criminal justice program specific assessments. 17

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