PART I – Feasibility Activity

Introduction

            The Criminal and Social Justice Diploma program at Okanagan College in Kelowna, BC, provides learners with an arts-based criminal and social justice education. It is a two-year, four-semester program where learners participate in various criminal and social justice-related courses in Sociology, Psychology, Political Science, and Criminology, as well as elective art courses of personal interest. Some fields of study include indigenous studies, gender studies, race and ethnicity, globalization and poverty.

            The Criminal and Social Justice Diploma is an excellent starting point for further study in Criminology, Sociology, and Psychology. Learners graduate into degree opportunities at other learning institutions in British Columbia and elsewhere, or they can move directly into the workforce. Learners receive a solid understanding of analytical reasoning, critical thinking, and information retrieval applied to their future or current profession or academic pursuits.

            The Criminology and Social Justice Diploma teach learners many skills, including substantive, analytical, critical thinking, research and data analysis, and communication, although ignoring practical and real life-application.  My elective will satisfy that niche by providing units of instruction in 1) procedural learning (interviewing techniques), 2) product assessment (field notebook, written statement, occurrence report) and 3) progress assessment (professionalism and ethics).

Course Name

            My final assignment for EDUC 4152 will be an elective/course called Practical Application to Criminal and Social Justice. This feasibility activity will focus on Unit 2 (Notebooks and Notetaking Skills), one of the 12 one-week Units in the 12-week Course.

Course Description

            The elective I am developing was created while in close liaison with police and other justice agencies. This elective will prepare learners for the practical and real-life challenges of a career in policing, sheriffs, corrections, parole, customs, and other government services at the federal, provincial or municipal levels. The elective will ensure learners have the breadth of skills and knowledge necessary to safely, effectively, and professionally perform their duties and responsibilities for a justice-related career.

Elective Outline

            The fully online open learning elective I am developing will consist of twelve units that correspond to the twelve-week semester at Okanagan College, September 9, 2020, to December 9, 2020. The elective content is learner-centred, and all subjects are topical to law enforcement. I will be the primary educator and will include guest facilitators who have expertise in specific areas of law enforcement with complementary investigation abilities. Learners will be motivated by a real substance where they work on real-world problems and challenges.

The elective has 12 units and will consist of the following topics:

Unit 1   Introduction

Unit 2   Notebooks and notetaking skills

Unit 3   Professionalism

Unit 4   Ethical behaviour and officer safety issues

Unit 5   Discretion and the myth of total enforcement

Unit 6   Investigational procedures and techniques

Unit 7   Interviewing and active listening skills

Unit 8   Witness statements and introduction to the courts

Unit 9   How to testify as a professional witness

Unit 10 Investigative report writing

Unit 11 Tactical communication and conflict management

Unit 12 Conclusion

            I will deliver this elective with a blend of scheduled virtual meetings (i.e. synchronous activity) and work assignments that do not require specific meeting times (i.e. asynchronous activity). The elective schedule includes times and days for the virtual meetings to ensure conflict-free timetables. These meetings will be available to learners and will identify the scheduled times that require virtual synchronous activity.

Learner Characteristics

            There will be two categories of learners in the Course, as defined by the Okanagan College, regular and mature applicants. A typical applicant will 1) have attained a B.C. secondary school graduation or equivalent, and 2) graduated with a minimum of 60% in English 12. A mature applicant will be at least 19 years of age and will not have attended secondary school on a full-time basis for a minimum period of one year. Secondary graduation is waived for mature applicants, although the English entrance requirements, as stated above, must be satisfied before admission.

Unit 2 – Notebooks and Notetaking Skills

         Completing a field notebook is a valuable skill learned in all areas of law enforcement, including the R.C.M.P., Municipal Police Services, Corrections, and others. Learners will re-visit the field notebook throughout the week and scaffolding into the other units throughout the semester, including writing an occurrence report, interviewing techniques, and completing a written statement.

Elective Objective – What will be assessed?

            The assessment activities and instruments are simple (lower cognitive and psychomotor) practical tools for measuring the learner relative to the subject matter, context and other learners. As learning challenges are overcome, learners will build their confidence while becoming more competent. By teaching in an ‘easy to hard’ style, the learners create an increase in ‘self’ and independence. The instruments are discussed with the learners synchronously after marking, and learners can provide feedback for revision and improvement. Learners feel like a part of the process when their comments can contribute to a future course’s betterment.

            Assessments will be completed through Zoom lectures, completion of notes in a notebook, participation in discussion groups, online discussions, and completing four non-graded quizzes while using rubrics previously reviewed by learners.

Assessment Strategy – What instructions will be given to learners.

            During learner’s careers in criminal and social justice, they will find that many investigations will be completed by utilizing a planned and skilled interview complemented by thorough notetaking. For example, on October 30, 2020, Canada Border Services Agency (C.B.S.A.) officer Scott Kirkland gave evidence for the Crown in Vancouver Provincial Court. The case involved was the extradition hearing for Meng Wanzhou’s who was arrested in Vancouver, BC, on a United States extradition request for fraud and money laundering. Defence lawyer Mona Duckett, for Meng Wanzhou, continued to criticize the lack of notes taken by Kirkland for the inspection, noting that C.B.S.A. officers had the duty to provide reliable records that may be used in court to assist in specific cases – as is the case with the Meng extradition arrest (Castanet, 2020).

Discussion questions

            I will post a global, initial post of my own each week, just as each of my learners will do. I will respond to each of my learners’ original posts to engage with the ideas of the readings and zoom lectures each week. I will return marked discussion question assignments within three days.

            By using the information received in the Zoom lecture, articles, YouTube video, and text (all to be determined at a later date), learners will comment on the following objectives concerning completing a field notebook: explain the importance, explain the purpose, explain benefits, explain selection, clarify rules, explain procedures, explain what to record, and list criteria for use in court. During the synchronous class sessions, the questioning sequence includes recall of knowledge, comprehension, application, synthesis, and evaluation.

            A rubric for online discussions is still to be determined. 

Pre-assessment

            During the Zoom lecture, I ask the question, Has anyone in the class been asked to complete a written statement, report, or give testimony in court and embarrassed because of your imperfect recollection of the facts?  Can anyone tell me “exactly” what you did yesterday from the time you awoke to the time you went to bed?  I can, and I am going to explain to you how you can too.

Learning Tasks – Completion of a Notebook – Zoom Lecture

1. Select an approved notebook.
2. On the front cover:
3. Write the number 1 in space’ book number.’
4. Write today’s date in the space ‘date of first entry.’
5. Write the serial number and equipment description in space’ item.’
6. Write your name in space’ name.’
7. Write your address and telephone number under your name
8. On page one, complete the caption using the format provided.
9. Below the caption, draw a thick black line from one side of the page to the other.
10. In the left side margin, write the class start time of 0830 hrs.
11. Complete your notes, including your daily activities, answering the questions: who, what, where, when, why, and action taken until the end of each learner’s day.

Instructor Activities:

1. A notebook used by law enforcement and course materials would have been mailed to the learner before the unit’s first day.
2. Zoom lecture
3. Review each learner’s notebook periodically throughout the session and at the end of the session.
4. At the end of week one, learners will submit their journals/notes to mark and assign a grade. The holistic rubric type on page 9 will be used.
5. Post anonymous examples of strong and weak work will expose learners to quality work and strengthen their evaluative thinking by letting them practice making judgements about accuracy or level of quality with carefully chosen assessment items and examples (Chappuis, 2015).  Identify why the work is assessed the way it is by using the appropriate rubric.

Learner Activities

1. Listen and respond to questions and real-life examples from the class and instructor during the Zoom lecture.
2. Complete the notebook in sufficient detail to satisfy the unit rubric.
3. Zoom lecture
4. The learner will complete notes in their notebook throughout the week.
5. Participate in discussion groups and online discussions.
6. Complete the four “low stake” quizzes, which will not be used for final grading. The quizzes provide me with ongoing information about learner understanding and can improve learners’ memory retrieval.  Edtech tools will be used, including crossword, jigsaw puzzle, memory watching, pair matching, word search, and matching definitions.

Zoom one on one with the learner

            Midweek and at the end of the unit,I will contact each learner via Zoom for a five-minute learner interview. It is an opportunity to allow learners to give immediate feedback. It is a unique setting for the learner to explain their work while helping them feel more responsible and accountable regarding the coursework. I will ensure the learning objectives are met and inquire about the learners’ feelings, opinions, and suggestions for improving the unit in the future.

The rationale for the assessment strategy

            The practical use of assessments is to measure progress toward or mastery of the desired outcome.

Also, assessments are used for measuring learner performance with stated learning outcomes. They provide feedback to learners to know their achievements and weaknesses. As an educator, I am accountable to many stakeholders, including my learners, Okanagan College, government regulators, employers of my graduates, provincial standards, and many others. Assessments and evaluations are essential tools used to support and promote learning. Ongoing online assessment and evaluation in the Course allow learners to demonstrate what they are learning in various ways, and it provides feedback to the educator on teaching and learning.

            I chose these assessments because they will test recall, comprehension, subject knowledge, and competency. All are formative assessments designed to provide information to both the learner and the educator about their progress throughout the unit without other learners’ assistance. Also, they are intended to be of help to the learner throughout the full 7-week course. They can be used as corrective feedback, which the learner will use to continue monitoring his/her learning. Through my 5-minute Zoom meetings, I can quickly review whether the learner grasped the unit’s objective. I will determine whether I need to change how I am presenting my material and how it is presented as I design my Course. I will remember my Course is a living document and always being revised and improved. The assessment activities are valid because they measure the right thing, and I have confidence in the results. I used the assessment strategies to inform my learners about their progress and guide them to successful completion in this unit. The assessment instruments (alternate response, matching, short answer, multiple choice) are appropriate to low level cognitive (knowledge) and psychomotor (skills) and affective (attitudes) learning outcomes. The learner’s outcomes can be easily observed and assessed throughout the week.       

            I chose instruments that are appropriate to both the context of instruction and my learners involved. It allows me to collect the data I need to supply feedback and marks to my learners.

            The assessment strategy can be discussed and justified with the learner, faculty, and management. Questions raised about how the assessments and evaluations were chosen can be quickly answered because they are assessed for learning through an approved assessment process. It has a clear outline and does not merely occasionally check in with the learner.

            I chose these assessments because learners at the end of the unit will clearly explain to the class, and within 10 minutes, the benefits of using a notebook (cognitive). At the end of the unit, the learners would have completed their notebook in the proper format and sufficient detail to complete a written report or give testimony in court (psychomotor).

            Alignment between the assessments and goals matches what has been taught and practiced during the unit’s week and how that learning was tested. There is content validity as the Course is hands-on and requires learners to perform the activities to obtain each goal.

Impact of assessments on learners

            For some learners, the need and expectation for a high grade may be something they look forward to, although they may not be met. The value of this unit and the course, in general, is in the information and skills they learn and how they can apply what was taught immediately. Assessments also serve as feedback to the learners to know their achievements and weaknesses. Being able to deal with assessments and feedback is a competency that learners should acquire as part of their education, whether an assessment or a test in a course or from performance reviews during their careers.

Conclusion

            As an educator, assessments determine whether my learners have acquired the expected skills and knowledge taught in my course. As an educator, I must provide specific expectations, including the skills and knowledge to be accepted by my learners and assessment of their achievement. Questions I must ask are what knowledge and skills learners will be learning (criteria), what experiences will be used to ensure that learners learn (instruction), and what evidence will be gathered and used to ensure learners learn (assessment) (Kimmel, 2019). Designing my Course should start with the learner’s learning and experience in mind and assessments that demonstrate learner achievement to both the educator and the learners.

PART II – S.E.C.T.I.O.N.S. REPORT

Introduction

            SECTIONS is an acronym for a framework and introduction to the basics of integrating media and technology into the classroom or online instruction. SECTIONS stand for Students, Ease of use, Cost, Teaching functions, Interaction, Organizational issues, Networking, Security, and privacy. The SECTIONS framework was designed by Tony Bates and described in the book Teaching in a Digital Age: Guidelines for Designing Teaching and Learning (2019).

            Computers, cell phones, smartphones, tablets, smartboards, email, blogs, and learning management systems are only a few examples of technology that may or may not be useful to the educator and learner in a course. As an educator, I am overwhelmed by the volume of devices and software available. I do not want to use technology where “one size fits all” because it is easy. After all, I know that concept will not work. I need to be well informed of the effect technology will have on my learners and whether it will impede or enhance their learning.

            Technology can be a great way to enhance the learning experience and look deeper into the content. However, I am aware there are some disadvantages to consider. Some advantages of using technology include increasing learner’s motivation, appeals to various learning styles, and providing immediate feedback. Some disadvantages may include frustration for my learners and take away from my learning objectives by causing distractions such as Facebook and Twitter. All learners will have different levels of experience with technology. SECTIONS can be used by educators to enhance their quality of instruction by integrating technology into the Course. “The SECTIONS model is based on research, has stood the test of time, and has been found to be practical” (Bates, 2019, p. 459).

STUDENTS

            There will be two categories of learners in the course, as defined by the Okanagan College, regular and mature applicants. A typical applicant will 1) have attained a B.C. secondary school graduation or equivalent, and 2) graduated with a minimum of 60% in English 12. A mature applicant will be at least 19 years of age and will not have attended secondary school on a full-time basis for a minimum period of one year. Secondary graduation is waived for mature applicants, although the English entrance requirements, as stated above, must be satisfied before admission.

            The learner demographics will be diverse, and this unit is developed with a wide variety of approaches and ways to learn. I have an intelligent use of media and technology to accommodate differences in prior knowledge, language skills, and preferred study styles.

            All instructions will be completed online, so the learner requires a reliable personal computer or Macintosh computer, a printer, and an email address. Learners are advised to have a backup computer (friend, family member) and backup Internet access plan for technical problems that may arise. Learners are also advised to print off papers and assignments as they go to have a hard copy backup and save their files on CD or portable flash drive, enabling them to take their papers and assignments from computer to computer as needed.

            These devices will be used for all 12 units in the Practical Application to Criminal and Social Justice course. Other devices, such as tablets and mobile phones, may be used but not recommended. These devices and services will not be provided for the learner. The fastest internet speed is recommended but not mandatory. The online course may be accessed from computers, laptops, tablets, or mobile phones using an assigned secure learner password and I.D.

            Learners will be required to complete an Okanagan College Learner Orientation learning module to familiarize themselves with the online campus. Learners should take the opportunity to review the orientation before the beginning of the course. The Orientation is designed to help ease the learner’s transition into online learning and complete several everyday tasks essential to successfully using online learning. Learners will find extensive information on how to use and navigate the online learning environment and ways to contact key personnel and access course information pages. The orientation module will be available to the learner throughout the entirety of the course.

            Learners will have access and strongly encouraged to use the Okanagan College learning support resources available through the library website, especially if the learner lacks the basic working understanding of computer technology.  Resources include research tutorials, American Psychological Association writing guides, sample essays, questions on information literacy, web tools to find and organize materials, and much more. The library and course module can be accessed anytime. The learning success centre website is full of resources that ensure success as a learner providing strategies, best practices, demonstrations, and tutorials on a wide variety of topics. Learners with disabilities who want to take this course are encouraged to contact student services for information on textual or audio options for deaf and visually impaired learners. This course is universally designed for learning and has been designed to meet the needs of a diverse mix of learners.

            The lecture material, textbook, and notebooks can be ordered through the Okanagan College online bookstore or other vendor sites such as Amazon. Okanagan College learners will have access to an Office 365 (Word, Excel, PowerPoint, Outlook) account using their email address at no cost.

            My course’s learning styles and preferences accommodate differences in both cognitive-perceptual learning styles and Kolb’s (1984) experiential learning style. Examples include diagrams, lecture text, and photographs for my visual learners and lectures, YouTube videos, and Zoom lectures for my auditory learners.  These unit activities will encourage my learners to learn where they may initially feel less comfortable. This unit has a wide range of media, including text, audio, video, and computing. This richness is designed for my learners.

            I will contact and welcome each learner via Zoom, mobile phone, or Facetime approximately one week before starting my course. I will get to know my learners; personally, their similarities and differences, what technologies they have access to and comfortable with, what digital skills they already possess, or they lack that may be relevant to my course. The course outline will be explained and allow the learner to ask questions about the course.

EASE OF USE

            All learners will be required to have the necessary generic computer skills. The primary use of computer software for use in this unit is the responsibility of the learner. Time will not be spent instructing such things as necessary literacy skills, using word processing software, and navigating the Internet. Okanagan College has resources available and described above to learn such things as learning the management system, studying online, protecting privacy, and connecting networking, and online searching.

            The education software I have chosen is intuitively easy to use, both by my learners and myself, e.g. Okanagan College learning management system. The reliability of the technology I have chosen is trustworthy and proven reliable, e.g. Zoom, YouTube. Online videos and articles are available for further support for the learner, e.g. YouTube, Google. There are information technology support teams available at no cost to the learner, and all information technology-related inquiries go through the Okanagan College information technology support email address.

COST

            I am not aware of what budget I will receive, and I am aware that technology and media costs can vary with context and design. The technology I will be using is zero direct cost in delivery.

            Some learners may not have access to a relatively new or reliable computer with audio/visual for Zoom. Not to mention the fastest internet speed to remove sound and visual distortions. However, this is an online learning course requiring these technologies.

            In this unit, I will not be producing a video or creating a virtual world. My time as an educator will be paid for by Okanagan College. I will not be required to pay for third-party copyright material, and I will not need an instructional designer. As a result, I cannot foresee any future costs for designing this unit.

TEACHING FUNCTIONS

            I ask the question of why when I am designing my Course. This helps to bring intentionality to my teaching. I have a clear view of each unit and the component’s purpose, and I have a good idea of the objectives. My learners will complete the unit, and the information will endure in their minds because it has proved so important and useful. With the use of technology and the unit’s content, my learners would have learned the information, so it did not fly away from memory once the unit is over and the test I completed.

INTERACTIVITY

            My learner’s first point of contact for concerns or questions regarding this unit is myself. Learners will receive my contact information on the day of my interview with them one week before the unit’s start.

            Learners learn best when they are ‘active’ in their learning. Learners will use printed text and synchronistic lectures provided via Zoom. As an educator, I will observe my learners, accept questions and comments, reflect on the topics and have an observable interaction with my learners in the form of short quizzes. The computer-managed learner interaction quizzes in this unit are designed for developing comprehension and understanding of concepts and procedures and not higher-order learning skills. The quizzes will produce a high level of learner interaction with the learning materials and are fun and challenging at the same time.

            Okanagan College has policies regarding appropriate online behaviour. While the learner interacts online, he/she will draw upon their professional experiences and the literature to clarify their positions and offer examples to expand upon their points of view. The more they engage with the materials and each other, the more they will gain from the course. I will participate, reading the postings and responses to peers, and sharing my knowledge and experience when applicable.

            In this online course, learner-learner and learner-educator asynchronous online discussion forum discussion questions represent learners’ opportunities to engage in dialogic learning with peers. Learning is enhanced when learners contribute equally to this process.

            Each unit will include two discussion questions that invite the learner to connect the assigned readings and Zoom lecture. Using these discussion questions as prompts, learners will engage with the texts and with each other to deepen inquiry.  For this engagement to occur, it is important that learners read the text material before starting each unit and enter into the conversation early in the week (Wednesday at the latest); this allows the conversation to ripen and evolve.  By Sunday, learners ought to have made their final entry and turned their attention toward readings for the next week

ORGANIZATIONAL ISSUES

            In this unit, I will not have learners upload videos to YouTube, modify Wiki’s, or any similar activities. I am not aware of Okanagan Colleges’ policy or support of a particular technology that I may or may not be allowed to use. I will research what technology and media resources are already suitable and available for my use when designing this unit using Okanagan Colleges learning management system.

            Online meetings will be conducted through the Zoom meeting software that has been provisioned by Okanagan College for all staff, faculty and learners to use where needed. I will be booking one Zoom meeting weekly for the unit lecture, and learners may book online sessions throughout this Course, which will be run on the Colleges online collaboration platform. To learn more about this platform, including how to access it for conducting meetings with peers, how to use the software on a computer, tablet or smart device, or how to get help, please review the guide on Okanagan College learner orientation learners module.

NETWORKING AND NOVELTY

            I will enjoy introducing and trying new media and technology with my learners because I have embraced technology. I want to continue improving this unit and my course, and part of that is to receive feedback from my learners to see how well it worked for them. I promote a supportive environment for innovative teaching.

SPEED, SECURITY AND PRIVACY

            I have taught this unit face to face on numerous occasions. I find the transition to online instruction challenging but a very worthwhile experience. Unit 1 of this course will be an introductory module that gives my learners sufficient time to explore the learning management system, i.e. Moodle and search the many Okanagan College learner resources available for learner success. My learners will begin Unit 1 in a welcoming and prepared feeling knowing they are free from online harassment, bullying, or intimidation in any form. Learners’ privacy and security are effectively strictly controlled through password-protected access for learners and educators. I will not be using Facebook because this form of social media allows academic communication to be public and exposed while infringing or violating privacy laws (Bates, 2019). During the discussion groups, learners and I will follow the Okanagan College privacy policies, use common sense, and behave ethically.

Note Taking Rubric

Category                      Distinguished                Proficient          Emerging          Below Proficient

                                    3 points                        2 points             1 point              0 points

Answered questions                  Clearly identifies main             Identifies some         States at least a        Few notes and few

who, what, where,                     features in a clear and               important details      few important           important details

when, why, how,                       accurate manner in                    mostly in learners’  details

who                                              learners words                            words

Organization                               Clearly identifies main             Most notes are          Some evidence         No evidence notes

                                    ideas logically and                    organized with         nots are organized,  are organized, orderly

                                                      effectively.                                  some logic, orderly with little order,       or legible.

                                                                                                            and legible.               somewhat legible.

Mechanics and Grammar         Neat, legible, contains no        Contains several      Contains many         Contains many errors in

                                                      spelling or grammar errors      errors in punctua-    errors in punctua-    punctuation, spelling, and

                                                                                                            tion, spelling, or       tion, spelling, and    grammar that make the

                                                                                                            grammar that do      grammar that inter- notes illegible.

                                                                                                            not interfere with     feres with meaning.

                                                                                                            the meaning.

Quantity                                      Enough notes to get all             A sufficient               Minimal amount      Not enough notes are

                                                      relevant, key data, but not       amount of notes       of notes are taken    taken to create the product,

                                                      excessive.                                    are taken to               to create the              or excessive notes are taken.

                                                                                                            create the product    product

Four Non-Graded Instruments

You will not be graded on this activity.

Read the directions carefully.

There is one page for this quiz.

Good luck, and have fun!

Part A – Alternate Response (True or False) – Assessment The Maze

Directions:  Determine if each of the following statements are true or false.  For each right answer, one section of the maze will appear so you can escape.  For each wrong answer, a new section of the maze will appear.

1.         To facilitate memory recall, the field notebook                           True     False                            is used as a tool or aid.

2.         The field notebook contains limited investigation                        True     False   

            details and is not an official document.

3.         The purpose of the field notebook is to obtain                             True     False   

             brief details to write reports and statements.

4.         The field notebook is required to be bound and                           True     False   

            contain numbered pages.

5.         Correct written errors by obliterating the                                     True     False   

            entry to ensure the entry cannot be read.

6.         Record information you feel necessary to                                   True     False   

            prove essential elements of the case.

7.         Before testifying in court, you may refer to your                         True     False   

            field notebook to refresh your memory.

Part B – Matching – Assessment Fill in the Blank

Directions:  On the left are five benefits of the field notebook. Match thebenefits with the description on the right. Write the letter of the explanation in the space provided. Each description may only be used once or not at all.

                        Benefits                                                           Description

8. _____ Aid to accurate testimony in court.               A.  identifies professionalism,                  

                                                                                    projects skills, promotes                                                                                                                        good writing habits

9. _____ Reflects abilities and efficiency.                   B. chronological order of                

                                                                                    events, refreshes memory,                                                                                                                      assists other officers

10._____ Aids during investigative process.               C. scale drawings, opinions,          

                                                                                    humor, to do lists

11._____ Assists in report writing.                             D. recollection of information       

                                                                                    required months or years

                                                                                    later

12. _____ Ensures accountability.                              E.  writing detailed reports,            

                                                                                    completing documents,  

                                                                                    assists with interviews

                                                                                 F. who, what, where, when,

                                                                                     why, how, action taken

Part C – Short Answer – Assessment Crossword

Directions:  In the following items, provide the correct word or words requested.

13.  Use only ____________ notebook at a time.                                               

14.  Use ____________ page and do not leave blank spaces or lines.                   

15.  Write in ____________ ink only.                                                                

16.  Never ____________ a page out of your field notebook.                              

17.  Write ____________ observations only.                                                     

18.  Make entries at the ____________, during and end of the shift.                    

19.  Verbatim quotes and conversations should be enclosed                                

        in ____________  ____________.

20.  List 4 things you should record on the cover of each field                             

       notebook.

1.  ______________________________________                        
2.  ______________________________________                        
3. ______________________________________                         
4. _____________________________________ _                        

21.  The Acronym for N.O.T.E.S. is

1. _____________________________________ _                        
2.  ______________________________________                        
3. _____________________________________ _                                                                                                                                                

Part D – Multiple Choice – Assessment Drop and Drag

Directions:  Read the following questions carefully and choose the best response. Drop and drag

one (a,b,c,or d) to indicate your choice.

22.  Notes are written in your field notebook                                                      

a.   at the beginning of your shift.

b.   as soon as possible and frequently.

c.   at the end of your shift.

d.   when important information is received.

23.  The field notebook is an investigational aid and should be used                    

            a.  when you feel it is necessary.

            b.  when the investigation is going to court.

      c.   to record everything heard and observed.

            d.   to facilitate memory recall.

24.  Sketches in your field notebook should be drawn                                         

                  a.   very detailed with lots of labels.

            b.   on a separate blank piece of paper.

            c.   with the top of the notebook facing north.

            d.   either on the front page or on the last page.

25.  A judge gives you permission to refer to your field notebook when               

                  a. you made them at the time of the event.

            b.  any time after the event occurred or as soon as possible.

            c., you have exhausted your memory.

            d.  after being sworn in and at the start of your evidence             

Part A – Answer Key   1.  True      5.  False 2.  False     6.  True 3.  False     7.  True 4.  True

Part B – Answer Key   8.  D      11. B 9.  A      12. F 10.E

Part C – Answer Key   13.  one                  18.  beginning 14.  every               19.  quotation marks 15.  black               20.  date of first entry, date of last entry, contact information, 16.  tear                         employers information 17.  objective         21.  Neatness, Organization, Timeliness, Efficiency, Sufficiency

Part D – Answer Key   22.  B 23.  D 24.  C 25.  C

References

Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd           ed.). Tony Bates Associates Ltd.

Chappuis, J. (2015). Seven strategies of assessment for learning (2^nd ed.). Pearson.

Chiang, C. (2020, October 20). Meng codes a ‘mistake: C.B.S.A. officer handing over paper with Meng’s device codes a ‘heart-wrenching’ mistake. Castanet.

https://www.castanet.net/edition/news-story-315074-4-.htm#315074

Darby, F. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

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