test

= = = THE RESTORATIVE PHASE OF THE CRIMINAL JUSTICE PROCESS Author: MATILDA JOHNSON = = INSTITUTION: NORTHLINK COLLEGE =

= **__Discipline:__** Safety in Society =

= **__Students background:__** Students come from various backgrounds, predominantly poor socio-economic backgrounds. =

= **__Gender:__** males and females =

= **__Language:__** course presented in English, students speak predominantly Afrikaans and Xhosa =

= **__Age:__** 17 to 26 years =

= **__Level:__** 5 =

= **LEARNING OBJECTIVES:** =

=Demonstrate: =

=- **The ability to explain the principles of the concept of restoration within the Criminal Justice System.** =
 * - Identify the differences and similarities of traditional justice and restorative justice within the Criminal Justice System. **
 * - Describe the processes in the restorative phase. **
 * - Identify the role players in the restorative justice process. **
 * - Conduct research. **
 * - Compile a report. **
 * Assignment goal**
 * This assignment should act as confirmation that the student has made the correct career choice. It serves to motivate them to continue their quest to eliminate the negative attitude towards the law enforcement fraternity. **

=Since the student will be entering the Criminal Justice System as a Law enforcement Officer, it is important for him/her to understand all the aspects of the Criminal Justice Process. In this assignment he/she will be taking an in-depth look at the Restorative Justice Phase. =

= **Formative assessment tasks** =

=Student was instructed to gather internet information on the restorative justice phase. =

=They had to compile and complete survey forms in order to conduct research in the community to gage the opinion and acceptance of the process by members of the community. =

=Prepare a draft report. =

=The completed survey forms as well as the draft report was submitted for feedback 2 weeks before the onset of the summative assessment. =

= **Task** =

=The purpose of the Criminal Justice Process is to ensure that offenders pay for their transgressions. Once the offender has been granted a sanction, the process of incarceration takes place. What happens after they have served their sentence? In this assignment you are tasked to have an in depth look at the Restorative Phase of the Criminal Justice Process, as well the role players involved in this process. =

=Your report must include the following: =

=1. = =<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">2. Identify and describe the role of each roleplayer in the restorative justice phase. =

=<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">3. Illustrate the values of the restorative phase, as well as the advantages thereof. =

=<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">4. Discuss how the restorative process affects the victim. =

=<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">5. In your conclusion, reflect on the relevance of the above research, and describe how this knowledge will benefit you as a Law Enforcement Officer. =

Student identified the roles of some of the role players. || The student identified one of the role players in the restorative justice process. Student identified the role of that role player. ||  || The advantages of restorative justice clearly stipulated. High level of discussion on the value and advantages of restorative justice. || The value of restorative justice briefly described. The advantages of restorative justice briefly stipulated. Good discussion on the value and advantages of restorative justice. || The value of restorative justice described. The advantages of restorative justice stipulated. Fair discussion on the value and advantages of restorative justice. ||  || Excellent discussion on the way that restorative justice affects the victim. || Good discussion on the role of the victim in the restorative justice phase. Good discussion on the way that restorative justice affects the victim. || Fair discussion on the role of the victim in the restorative justice phase. Fair discussion on the way that restorative justice affects the victim. ||  || Student gave high level description on how knowledge of the processes will benefit him/her as a law enforcement officer. || Good reflection on the students understanding of the relevance of the restorative justice phase on the law enforcement fraternity. Student gave a good explanation on how knowledge of the processes will benefit him/her as a law enforcement officer. || High level reflection on the students understanding of the relevance of the restorative justice phase on the law enforcement fraternity. Student gave fair description of how knowledge of the processes will benefit him/her as a law enforcement officer. ||  ||  **RUBRIC FOR ASSESSING: THE RESTORATIVE PHASE IN THE CRIMINAL JUSTICE PROCESS** = Rationale for design based on theoretical educational literature = = = =Peer review= Name of peer reviewer: Renatha
 * **CRITERIA** || **EXEMPLARY** || **COMPETENT** || **DEVELOPING** || **MARKS** ||
 * || 8-10 || 5-7 || 1-4 || /10 ||
 * Role players in the restorative justice phase identified and described. || Accurately identified the various role players as well as their role in the restorative justice process. || The student identified some of the role players in the restorative justice process.
 * The value and advantages of the restorative justice phase illustrated. || The value of restorative justice clearly described.
 * Effects of the restorative justice process on victims discussed. || High level discussion on the role of the victim in the restorative justice phase.
 * Conclusion reflects the students understanding of the relevance of the restorative justice phase to the law enforcement fraternity. || High level reflection on the students understanding of the relevance of the restorative justice phase on the law enforcement fraternity.

Comments: The following review will be done according to: 1. Authenticity; 2. Constructive Alignment and 3. Validity

1. Authenticity The formative assessments mirrors the real world, whereby students have to investigate by means of surveys what people's opinions are. The summative assignment is not pitched at a high enough level for first year students (level 5). The formative assessments reflect good authenticity, but the summative assessment reflects too little real world scenarios. The summative leans towards more of a content-based assessment. Assessments requires information gathering and students need weeks to finish the assignment.

2. Constructive Alignment The assessment does match to what is to be learned according to the learning objectives. The assignment is not really cognitive demanding, seeing that it is not pitched at a high enough level.

3. Validity Levels of achievement clear and described well within in rubric. With the rubric no mark allocation is indicated, so it is not clear how students will be receiving their marks. Descriptions within rubric is a bit comprehensive. You could maybe break it up. The criteria and their descriptions repeat themselves, e.g. the description for the first criteria is repeated in the second and third criteria.

Good effort. Thank you.

=Changes implemented after peer review=