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Juvenile Delinquents

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Performance Assessment Analysis

The name of the article is Performance Assessment in Juvenile Correction Education Program. It was published on March 2002 by the Journal of Correctional Education, written by Sheryl Feinstein, an Associate Professor at Augustana College in Sioux Falls, South Dakota. The study was conducted to explore and describe the impact of performance assessments, on students on an adjudicated status. These assessments were administered in correctional facilities by a social studies teacher and a math teacher. In identifying the problem, the basic question asked in the study was if students in correctional facilities were capable of succeeding at performance assessments. According to this article, there is a relationship between education and re-imprisonment of offenders. It appears that more serious offenses are committed by individuals with lesser basic skills such as phonics, spelling and math. In addition the study looks into the need for the ability to cope and resolve problems in the outside world. The performance assessment utilized in the study, focused on the areas of geography and math. Sample and qualitative methods were used in the study. The sample group encompassed 20 incarcerated students ranging in ages from 12 to 18 years of age. In addition, they used observation and interviews containing 10 open-ended questions. Depending on their response, the juveniles were asked follow up questions. This type of approach could hinder the results as it would be very difficult for the teachers to ensure that they used the same tone and body language consistently with every student. It also presents problems assessing if responses are influenced by the perception of the interviewer’s position of power and ability to distinguish the truth [ (Nachmias, 2008) ]. The researchers in the study had an observation protocol

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