According to Travis and Latessa, the following describes the 10 elements of effective classification and assessment. They are.
1). Purposeful. For the most part, the reason for classification and assessment is to guarantee that the offenders are dealt differently inside the system wind in order to provide security, sufficient treatment, and comprehension.
2). Organizational Fit. Is when an organization and agencies are different in characteristics, capabilities, and needs.
3). Accuracy. Is when there is a concern about how the instrument is utilized. For instance, what is the assessment outcome? Is the offender entering the system correctly? Are the key elements such as, basically, reliability, and validity accuracy? According, to Glick, Sturgeon,
…show more content…
Dynamism. Is when the dynamic risk factor is open to changes. It will also allow one to measure progress and change in the offender. In addition, it is known to make the process of reclassification easier.
7). Utility. This is when the staff uses the classification system to become effective in accomplishing the purpose and the goal of the agency.
8). Practicality. This is a process of implementing a system in an agency. Therefore, if a system is 100% accurate but fails in an agency, then it is ineffective in the agency. Whereas, a system that is easy to utilize but is ineffective in decision making, then it has no value.
9). Justice. The evidence is a product of the effectiveness of the classification and assessment process. For instance, the placement and service provision of an offence should be determined by the offender differences that are factual, measurable, yield consistent outcomes, regardless of the subjective impressions.
10). Sensitivity. The main goal of the classification process is to ensure that all elements are met. In addition, the classification and assessment process is sensitive to the differences of the offenders. In doing such, it will create an individualizing case planning (Latessa & Smith,
The question asked to analyze what characteristics does the offender had; whether offender had any criminal background, family history of crime, ethnicity, age, gender
In order to develop a standardized test that is valid and reliable, the
R. v. Grant, [2009] 2 S.C.R. 353 Background: Appeal by accused of court decision to admit evidence of firearm despite there being a violation of protected Charter rights under ss. 8, 9, and 10(b), which was dismissed by trial judge finding no Charter breach had occurred. Issue: What constitutes detention and should the evidence be dismissed under s. 24(2) of the Charter and whether the admitting of firearm brings administration of justice into disrepute?
This is done now through the process of having a two assessment category- formative and summative. Both of these categories are used to determine the student’s quarter and semester grade. The summative category would be based on four common assessments, and one of these must be a performance task. As for formative assessments, this would show students the progress that they have made in mastering the material that would appear during the summative exam. He continues by saying that the school has realized that they can no longer control student’s grades based on behavioral infractions.
This allows them to make the most accurate decision that they could with the information
Based on the seriousness of the offense and prior convictions, offenders are placed into one of the five categories listed in the guidelines (no/minor record, moderate record, serious record, violent or repetitive record, or serious violent record). To place a defendant into a criminal history group: the defendant's prior convictions must be grouped by arraignment date into criminal incidents, using the master crime list, "assign an offense seriousness level to each criminal incident based on the most serious offense of conviction", record the number of criminal incidents at the offense seriousness level, and finally assign the defendant the most appropriate criminal history category. Similar to the seriousness of the offense, the judge must also take into consideration different factors. The first factor is the defendant's prior convictions/staircasing. The second factor is to take into account multiple incidents.
One way to ensure that I am not inadvertently discriminating against students on the basis of their disability is to make my assessments as valid as possible. A valid assessment will measure only those skills and knowledge that I have set out to measure, i.e. those that are detailed in the learning outcomes and assessment criteria. As such, a student shouldn't be penalised for poor spelling and grammar if the criteria state that the assessment will measure understanding of the subject. Moore A
One particular example would be the definition of burglary. The NCVS “defines burglary as the entry or attempted entry of a residence by a person who had no right to be there” (Barnett-Ryan et al., 2014). Whereas the UCR “defines burglary as the unlawful entry or attempted entry of a structure to commit a felony or theft” (Barnett-Ryan et al., 2014). The fourth, the UCR/NIBRS program centers its data collection around actual offense counts that are reported by city, county, state and federal agencies. The NCVS program uses estimates from a portion of survey interviews.
Predicting Crime With the Uniform Crime Reporting System The Uniform Crime Reporting System States that there are four types of crime in the United States such as United States Crime, National Incident-based Reporting System, Law Enforcement Personnel Killed and Assaulted, and Hate Crime Statistics. (FBI, May 09, 2012) Crime in the United States is classified in three parts such as; Felonies, Misdemeanors, and Infractions. Each classification is determined by how high or low the crime is that was committed and what punishment is for the person who convicted the crime.(Montaldo, August 28th, 2016) National Incident-Based Reporting System this is crimes known to the police personnel the data includes types of offenses in an incident such as;
Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the
The study compared predictive accuracy in both tests amongst sex offenders and discovered that both tests are comparable to each other and generated good interrater reliability. Results also concluded that both assessments demonstrated excellent predictive accuracy for nonsexual violent and general offenses (De Vogel, De Ruiter, Van Beek, & Mead, 2004). The study showed that “Although this group of sex offenders is representative for Dutch sex offenders with a tbs-order, they are probably not for sex offenders in general” (De Vogel, De Ruiter, Van Beek, & Mead). A large margin of the sex offenders that were assessed were placed in the high-risk group, and very few were placed in the low-risk group. The Dutch study showed very low accuracy and reliability in comparison to the newer studies performed.
These types of offenders are all different as mentioned by Losel & Schumucker (2005), and they all have varying characteristics such as age,
What other kinds of assessment measures will yield valuable information about his students? (This will depend on the “grade” you choose for Adrian.) a. If Adrian is teaching second grade, he could examine the students AR test scores, and then he will be able to look at how the students score on their AR tests. This will lead to him testing his student’s fluency.
Nowadays, Learning and distinguishing the differences of characteristic among others reach a condition of equality, fairness and justice is a meaningful issue. 4. From what we have discussed as well as heard from the speakers throughout