Criminal Justice Paper - for Essays Guru

CRJU 101 – Introduction to Criminal Justice INSTRUCTIONAL RUBRIC FOR ASSESSING GENERAL EDUCATION

Gen Ed Competency

Associated Assignment

Task

5.5 - 6 Exemplary:

Exceeds Expectations

4.0 - 5.5 Accomplished:

Meets Expectations

2.5 - 3.9 Developing: Approaches Expectations

1 – 2.4 Beginning: Falls Below

Expectations

0 Missing

content/task required for evaluation

Written and Oral

Communication

Writing coherently and communicating ideas throughout the essay as related to data, discretion, practices, and efficacy of one of the criminal justice decision making points.

Student presents a unified central idea, uses a logical order for paragraphs and presents ideas in an original manner which include synthesis, nuance or multifaceted perspectives and draw conclusions from research.

AND

Writing is free of errors in usage/mechanics.

Student presents a unified central idea and uses a logical order for paragraphs

AND

Writing is free of errors in usage/mechanics, but for minor errors which do not impede meaning.

Student presents a central idea and uses paragraph order that may contain lapses in unity and organization

AND

Contains some major grammatical or usage errors or many minor errors that impede the meaning.

Student presents a central idea ; uses a paragraph order that may contain lapses in unity and organization

Contains numerous major grammatical or usage errors that impede the meaning and makes reading difficult.

No unifying idea is apparent. AND Errors make submission impossible to understand.

Local and Global Diversity

Students need to gather and summarize the following information: Rates of contact based on at least two (2) minorities Steps taken (at a minimum, two existing programs, initiatives, and/or policies) that attempt to remedy disproportionate minority representation

Synthesizes information from relevant sources related to:

Rates of contact based on more than two (2) minorities

AND

Describes three (3) or more programs/policies to remediate disproportionate minority representation.

Summarizes information from relevant sources related to:

Rates of contact based on at least two (2) minorities

AND

Describes at least two (2) programs/policies to remediate disproportionate minority representation.

Presents relevant, but minimal (less than one source for each), information from relevant sources related to:

Rates of contact based on at least two (2) minorities

AND

Describes only one (1) program/policy to remediate disproportionate minority representation.

Presents relevant information from relevant sources related to

Rates of contact based on one (1) minority

OR

Describes at least one (1) programs/policies to remediate disproportionate minority representation.

Student does not provide information on minorities

AND

Does not describe any programs and/or policies to remediate disproportionate minority representations.

CRJU 101 – Introduction to Criminal Justice INSTRUCTIONAL RUBRIC FOR ASSESSING GENERAL EDUCATION

Gen Ed Competency

Associated Assignment Task

4 Exemplary:

Exceeds Expectations

3 Accomplished:

Meets Expectations

2 Developing: Approaches Expectations

1 Beginning: Falls

Below Expectations

0 Missing

content/task required for evaluation

Personal and Professional

Ethics

Students are expected to summarize two possible reasons that discretion at these points may have led to the disproportionate minority contact

Students are expected to assess the efficacy of the present policies and practices and provide their rationale for deeming them

ineffective/effective.

Researched assigned decision-making points and discusses three reasons that discretion could impact disproportionate minority contact

AND

Synthesizes evidence to reveal patterns, differences, and similarities related to efficacy of present polices/practices.

Researched assigned decision- making point and discusses two reasons that discretion could impact disproportionate minority contact

AND

Provides evidence to demonstrate efficacy of present polices/practices.

Researched assigned decision-making point and discusses one reason that discretion could impact disproportionate minority contact

AND

Provides information that minimally demonstrates efficacy of present polices/practices.

Researched a non- assigned decision-making point

AND

Provides information that minimally demonstrates efficacy of present polices/practices.

Does not research the assigned decision-making point that focuses on discretion AND Does not address efficacy of present polices/practices.

Critical Analysis and Reasoning

Students should put forward suggestions for practices/policies that they predict would decrease disproportionate representation of minorities at the research.

Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with thoughtful, specific, and multiple considerations.

Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS that include information that is specific and/or informed.

Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with some logical considerations.

Predicts practices/policies that decrease disproportionate representation of minorities at targeted decision-making points in the CJS with superficial or oversimplified considerations.

Does not make reasonable predictions.

CRJU 101 – Introduction to Criminal Justice INSTRUCTIONAL RUBRIC FOR ASSESSING GENERAL EDUCATION

Gen Ed Competency

Associated Assignment Task

4 Exemplary:

Exceeds Expectations

3 Accomplished:

Meets Expectations

2 Developing: Approaches Expectations

1 Beginning: Falls

Below Expectations

0 Missing

content/task required for evaluation

Information Literacy

Use at least three (3) reputable sources –of which 1 (one) credible source must be from the scholarly, peer-reviewed journal article, and 1 (one) source must be from a credible government/professional organization.

Students must use APA format for citations and references; students must cite sources in the body of the report (in- text citations) and include a list of sources at the end of the report (reference page).

Provides data from more than three (3) reputable sources –of which one (1) credible source must be a scholarly, peer-reviewed journal, and 1 (one) source must be from a credible government/professional organization. Selection demonstrates thoughtful consideration of accuracy and authorship

AND

Consistently uses APA requirements for citations within paper and in references.

Provides data from three (3) reputable sources –of which one (1) credible source must be a scholarly, peer-reviewed journal, and 1 (one) source must be from a credible government/professional organization

AND

Meets APA requirements for citations within paper and in references with only very minor errors.

Provides data from three (3) reputable sources –omitting either one (1) scholarly, peer-reviewed journal, or 1 (one) government/professional organization

OR

Attempts APA requirements for citations within paper and in references with major errors.

Provides data from less than three (3) reputable and required sources

AND

Attempts APA requirements for citations within paper and in references with major errors.

Refers to no data sources. AND Citations are not made with required formatting.