Assessment: Course Four Column - Compton College · 2019. 6. 21. · Issues - Upon completion of a course of study in multicultural law enforcement the student will be able to identify

Compton: Course SLOs (Div 2) - Administration of Justice

SPRING 2015Assessment: Course Four Column

COM: AJ 115:Community and Human Relations

Course SLO Assessment MethodDescription Assessment Data & Analysis Actions

SLO #1 Identify Potential ConflictIssues - Upon completion of a courseof study in multicultural lawenforcement the student will be ableto identify and explain key issues thatpose potential conflict betweendiverse communities and the courts,police, and corrections.

Course SLO Assessment Cycle: 2014-15 (Spring 2015)

Course SLO Status: Active

Input Date: 07/29/2014

Standard and Target for Success:The actual question was graded on a5 point rubric for purposes of thisevaluation. Students were asked todiscuss special population groupsand the problems they possess inrespect to delivery of police services.It is my expectation that at least 50percent of the students will scoreeither a 5 or 4 combined.

Faculty Assessment Leader: VincentPlairFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: In order tomeet or exceed the standards,various teaching methods shouldbe used in class. Overall studentwriting skills were lacking incontent, style and grammar.Resources at the school need tobe added to address studentdeficiencies. Amongst staff theirshould be a collective efforttoward hands on learning,writing/analytical basedexcercises. Teacher trainingneeds to be implemented toensure to ensure staff is current inlearning methods etc.(10/21/2015)

null.courseFollowUp: After eachclass I have the class fill out ateacher assessment to rate howwell I have presented thematerial. what stands out was thevarious comments about moreinteractive learning exercises. In

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not Met22 students were assessed. the following were theassessment results:4 students scored 5 which resulted in 18.1 percent4 students scored a 4 which equates to 18.1 percent9 students scored a 3 which equates to 40.9 percent3 students scored a 2 which equates to 13.6 percent2 Students scored a 1 which equates to 0.9 percent

I was not satisfied with the results of the assessmentbecause of the efforts put forth to ensure success. Studentswriting improved during the summer but less than half ofstudents (8 out of 22) showed a good or excellentunderstanding of the concepts. (04/15/2015)

Essay/Written Assignment - Uponcompletion of a course of study inmulticultural law enforcement thestudent will be able to identify andexplain key issues that posepotential conflict between diversecommunities and the courts, police,and corrections.

10/28/2015 Page 1 of 9Generated by TracDat® a product of Nuventive


the future I will do just that andincorporate more writing basedexercises. Linked learningconcepts need to be incorporatedin Criminal Justice courses at ElCamino, Compton Center. Basedon continued emphasis on writingskills linked learning I believehigher outcome numbers will beachieved by Fall 2015.Additionally instructors need tohave the tools necessary to beeffective. Lack of projectors,internet capability to name a fewaffecting teaching strategies andultimately affect studentoutcomes. (10/07/2015)

SLO #2 Identify Strategies in aMulticultural Society - Uponcompletion of a course of study inmulticultural law enforcement thestudent will be able to identify anddescribe strategies for theadministration of justice in amulticultural society.




Standard and Target for Success: 5points (Excellent), student showsexcellent thought, superbunderstanding of the strategies ofmulticulturalism in the U.S. Theyunderstand how community’sperception affect their safety andthe role of policing towardinfluencing perceptions. They further Faculty Assessment Leader: Vincent

null.courseAction: In order tomeet the standards or exceed thestandards various teachingmethods should be used in class.Overall, student writing skills werelacking in content, style andgrammar. Resources at the schoolneed to be added to addressstudent deficiencies. Amongststaff there should to be acollective effort toward hands onlearning, writing/analytical basedexercises. Teacher training needsto be implemented to ensure staffis current in learning methods etc.(10/21/2015)

null.courseFollowUp: After eachclass I have the class fill out ateacher assessment to rate how

Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetEnter narrative here.22 students were assessed. The following were theassessment results:5 students scored 5 which equates to 22.7 percent5 students scored a 4 which equates to a 22. 7 percent9 students scored 3 which equates to 40.9 percent2 students scored a 2 which equates to 0.9 percent1 students scored a 1 which equates to .045 percent

I was not satisfied with the results of the assessmentbecause of the efforts put forth to ensure success. Studentswriting improved during the semester but less than half ofstudents (10 out of 22) showed a GOOD or EXCELLENTunderstanding of the concepts.

(10/21/2015)

Essay/Written Assignment - Thefollowing essay question wasdevised to address SLO 2."I have theorized throughout thissemester that safety is a perception.Explain what is meant by thisstatement and what role doespolicing whether traditional orcommunity policing play in theinfluence of this perception? Citeinformation learned throughout thiscourse



demonstrate logical organizationand presentation of events. Thewritten explanation shows amasterful understanding of thesubject matter. There are few if anysentence errors such as misspellings,faulty punctuation, fragments,comma-splices, run on etc.

4 points (Good), student shows goodunderstanding of the strategies ofmulticulturalism in the U.S and therole of police in influencing citizen’sperceptions. They furtherdemonstrate logical organizationwith the exception that at least oneevent is out of sequence. Overall thestudent demonstrates anunderstanding of the concepts ofmulticulturalism, perceptions andthe chronological order of eventsand their relationship. There may beone or two sentences in need ofimprovement word usage to avoidawarkness. There may also be one ortwo sentence errors, such asfragments or run ons.

3 points (Good), student showscompetent, but averageunderstanding of the concepts ofmulticulturalism and perceptions ofpolice. There may be three of fourevents that are not presented inlogical order. They demonstrate abasic and even rudimentaryunderstanding of the subject matter,but do not demonstrate an ability toclearly articulate the ideas,relationships, and other

PlairFaculty Contributing to Assessment:Reviewer's Comments:

well I have presented thematerial. What stands out wasthe various comments about moreinteractive learning exercises. Inthe future I will do just that andincorporate more writing basedexercises. Linked learningconcepts needs to beincorporated in Criminal Justicecourses at El Camino. Based oncontinued emphasis on writingskills linked learning I believehigher outcome numbers will beachieved by Fall 2015. Schoolneeds to invest in instructors toensure most current teachingstrategies are being utilized.Equipment for instructors stillremains to be problematic (Wifi,projectors etc…). These issuesaffect ultimately affect studentoutcomes. (10/05/2015)



Reviewer's Comments:CONTINUATION OF STANDARDTARGET OF SUCCESS:components associated with thesubject matter. There may be threeof four sentence errors.

2 points (Satisfactory), student doesnot show a basic understanding of orthe concepts of multiculturalism andpolice perception. There is aplethora of grammatical errors,faulty punctuation, misspellings thatare below basic academic standards.There may be some correctsentences, but the logic may beskewed and the events are mostlydisorganized chronologically.

1 point (Less than Satisfactory),students answer did not fulfill theassignment criteria in anacademically competent manner anddoes not show they understand thebasic concepts of multiculturalismand police perception. The writtenexplanation of the events are not inany logically coherent, chronologicalorder and are not presented as if thewriter understands the subject andits relationships. The writing is full ofgrammatical errors and ormisspellings.

SLO #3 History and Evolution ofMulticulturalism in the U.S. - Uponcompletion of a course of study inmulticultural law enforcement thestudent will be able to explain the

null.courseAction: After eachclass I have the class fill out ateacher assessment to rate howwell I have presented thematerial. What stands out was

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetStudents generally understand the concepts and in classdiscussions can speak about the SLO concepts. Students

Exam/Test/Quiz - Upon completionof a course of study in multiculturallaw enforcement the student will beable to explain the history andevolution of multiculturalism in the



history and evolution ofmulticulturalism in the U.S. and thechallenges presented by amulticultural society.




Standard and Target for Success: 5points (Excellent), student showsexcellent thought, superbunderstanding of the changingconcept of community and the roleof police during these changes. Theyfurther demonstrate logicalorganization and presentation ofevents. The written explanation ofthe article contents shows amasterful understanding of thesubject matter. There are few if anysentence errors such as misspellings,faulty punctuation, fragments,comma-splices, run on etc.

4 points (Good), student shows goodunderstanding of the changingconcept of community and the roleof police during changes incommunities. They furtherdemonstrate logical organizationwith the exception that at least oneevent is out of sequence. Overall thestudent demonstrates anunderstanding of the concepts ofcommunity with respect to policeservices. There may be one or twosentences in need of improvementword usage to avoid awarkness.There may also be one or twosentence errors, such as fragmentsor run ons.

3 points (Good), student showscompetent, but averageunderstanding of the concept ofcommunity and the role of police

Faculty Assessment Leader: VincentPlairFaculty Contributing to Assessment:Reviewer's Comments:

the various comments about moreinteractive learning exercises. Inthe future I will do just that andincorporate more writing basedexercises. Linked learningconcepts needs to beincorporated in Criminal Justicecourses at El Camino. Based oncontinued emphasis on writingskills linked learning I believehigher outcome numbers will beachieved by Fall 2015. Schoolshould stress continual teachereducation for students.Implementation of new teachingstrategies should be utilized.(10/15/2015)Action Category: TeachingStrategies

that scored 5 or 4 on the rubric were able to articulate theconcept of SLO 3. Students that scored below this haveissues articulating in written form how the related conceptsof changing communities relate to policing and orcommunity policing. In my 4 years teaching here I find theresults to be consistent with other Criminal Justice classesthat I have taught. (04/22/2015)

U.S. and the challenges presented bya multicultural society.



during changes in communities.There may be three of four eventsthat are not presented in logicalorder. They demonstrate a basic andeven rudimentary understanding ofthe subject matter, but do notdemonstrate an ability to clearlyarticulate the ideas, relationships,and other components associatedwith the subject matter. There maybe three of four sentence errors.

Reviewer's Comments: STANDARDTARGET FOR SUCCESS CONTINUED:2 points (Satisfactory), student doesnot show a basic understanding of orthe concept of community and therole of police during changes incommunities. There is a plethora ofgrammatical errors, faultypunctuation, misspellings that arebelow basic academic standards.There may be some correctsentences, but the logic may beskewed and the events are mostlydisorganized chronologically.

1 point (Less than Satisfactory),students answer did not fulfill theassignment criteria in anacademically competent manner anddoes not show they understand thebasic concept of changes incommunities and the role of thepolice. They did not demonstrateany understanding of the topic. Thewritten explanation of the events arenot in any logically coherent,chronological order and are notpresented as if the writer



understands the subject and itsrelationships. The writing is full ofgrammatical errors and ormisspellings.


COM: AJ 135:Report Writing


SLO #1 First Responder - PreliminaryInvestigation AJ 135 students, afterreceiving instruction and reviewinghandout material, will be able toexplain the steps in a first responderpreliminary investigation includingthe following: appropriate responseand assessment, first contact withreporting party/victim, protectivesweeps if necessary, documentationof statements and crime sceneinvestigation.




Standard and Target for Success:The targeted success is 100 percentof the class scoring a 100 percent orhigher. The scenarios mostly give thestudents an opportunity to resolveand discuss what they would do inan ethical dilemma as a patrol officerand evaluate procedures.

Faculty Assessment Leader: JarretaSandozFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: I think thisassessment went well. I willcontinue to ensure studentsunderstand the importance ofethical reporting in all situations.(05/20/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe results of the assessment were very good and thestudents exceeded my expectations. All students receivedan 100 on this assessment. (05/20/2015)

Performance - The students weregiven broken into groups and given ascenario. The students wereinstructed to brainstorm andrespond to the problem as a patrolofficer. This assignment was worth10 points.

SLO #2 Crime Report - Successful AJ135 students, after reviewing samplereports and receiving instruction onreport writing format, will be able toexplain the two basic parts of thereport, face pages, forms andnarrative, and will be able to correctlyrecord data from a simulated crimeinto the appropriate places on saidforms.




Standard and Target for Success:The targeted success was 80 percentof the class scoring a 80 percent orhigher.

Faculty Assessment Leader: JarretaSandozFaculty Contributing to Assessment:Reviewer's Comments:

null.courseAction: I think thisassessment went well. I willcontinue to ensure studentsunderstand the importance ofethical reporting in all situations.(05/27/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe results of the assessment were very good and thestudents exceeded my expectations. Out of 21 students, 16received 100 percent. Two students received 80% and threestudents failed to turn in the assignment (04/02/2015)

Essay/Written Assignment - Thestudents were given a blank crimereport as basis for inputtinginformation from a scenario. Thestudents were required to accuratelycomplete the boxes and write anarrative. This assignment wasworth 15 points.

SLO #3 Written Narrative - Successfulstudents in AJ 135, after havingreviewed their report writing manualand video tapes of simulated crimesand arrests and participated in

null.courseAction: I think thisassessment went well. I willcontinue to ensure studentsunderstand the importance of

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe results of the assessment were good and the students

Exam/Test/Quiz - On their finalexam, the students were given ascenario and a blank arrest reportand were instructed to write an



discussions, will be able to construct anarrative based on those scenariosthat is written in an acceptableformat, accurately and clearlydescribe the elements of theparticular crimes or the probablecause for the arrests, documentstatements that are clear, accurateand complete, and write suchnarratives using correct standardEnglish grammar and contain nospelling errors.




Standard and Target for Success:The targeted success was 85 percentof the students would score 80percent or higher on this SLO.

Faculty Assessment Leader: JarrettaSandozFaculty Contributing to Assessment:Reviewer's Comments:

accurate reporting. (06/14/2016)Action Category: TeachingStrategies

met my expectations. Out of 21 students, 14 received 100percent on their final exam. Three students received 90percent, one student received 80 percent, one studentreceived 70 percent and two students did not show up forthe final. (06/09/2015)

accurate narrative and complete thefacesheet. It was worth 100 points.The students were given broken intogroups and given a scenario. Thestudents were instructed tobrainstorm and respond to theproblem as a patrol officer. Thisassignment was worth 10 points.


Documents

Assessment: Course Four Column - Compton College · 2019. 6. 21. · Issues - Upon completion of a course of study in multicultural law enforcement the student will be able to identify