Evaluating Problem Solvers:Measuring Competency in Applied Police Training

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Evaluating Problem SolversMeasuring Competency
in Applied Police Training William P. Bloss,
Ph.D. The Citadel, The Military College of South
Carolina and South Carolina Police Corps
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• Key Propositions
• Police Paradigm Shift
• Crime Control to Community/Problem-Oriented
  Policing
• Change in Ideology, Technology, and Practice
• Need to Change Training Approach
• Traditional to Problem-Solving
• Emergence of Problem-Based Learning
• Theories of Critical Thinking Processes
• Need for Systemic Change in Ideology, Teaching,
  Learning, and Evaluation
• Recognition of Different Learner Styles
• Multiple Intelligence
• Learner-centered
• Development of Critical Thinking,
  Problem-Solving, Effective Communication
• Skills
• Using Diverse Teaching and Learning Approaches
• Using Diverse Evaluation Approaches
• An Effort at Synthesis

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• Traditional Crime Control Training Techniques and
  Approaches
• Traditional Crime Control Model
• Use of conventional teaching/learning methods
• Emphasis on Conformity
• Teacher-centered Approach
• Emphasis on Passive Learning
• Emphasis on Behavioral/Cognitive Approaches
• Emphasis on Rote Memorization
• Chalk and Talk Teaching Method
• Pitch and Catch Learning Evaluation Method
• Emphasis on Patterned Feedback Field outcomes
• Emphasis on Content-centered Instruction
• Assumption that Cognitive Content will
  Naturally Transfer to Critical Thinking Skills
• in the Field

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Attributes of a Problem-Based Training Model

• Recognition of Multiple Intelligence Learners
• Adoption of a Problem-Based Learning Approach
• Complex Learning Mechanics
• Critical Thinking Skill Development
• Learner-Centered Approach
• Use of Andragogy Teaching Techniques
• Development of Independent/Emancipatory Adult
  Learners
• Emphasis on Active Learners
• Reliance on Multi-dimensional teaching, learning,
  and evaluation

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Problem Solving
Gagnes Types of Learning
Rules procedures
Using Rules
Apply if-then
Classifying
Recognize similarities and differences
Discriminating
Forming Chains
Recognize differences
Forming Associations
Reciting a rule changing a tire
Naming objects stopping at a red-light
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Gardners Multiple Intelligence
Model Intelligence Type Description Linguistic
Ability to engage in verbal communication Logical
-mathematical Ability to engage in mathematical
reasoning or perceive number
patterns Spatial Ability to perceive and
transform the visual-spatial images. Bodily-kinest
hetic Ability to engage in and control physical
action and movement Musical Ability to
recognize and express musical forms Interpersonal
Ability to perceive and appropriately respond to
other people Intrapersonal Ability to perceive
and discriminate ones inner emotions and
thoughts. Gardner (1983)
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Revision of Blooms Taxonomy Anderson and
Krathwohl (2001)
Higher-Order Skills Create Reorganize
elements into a new pattern, structure,
or purpose (generate, plan,
produce) Evaluate Come to a
conclusion about something based on
standards/criteria (checking, critiquing,
judging) Analyze Subdivide content into
meaningful parts and relate the parts
(differentiating, organizing, attributing) Und
erstand Construct new meaning by mixing new
material with existing ideas (interpret,
exemplify, classify, summarize, infer, compare,
explain) Lower-Order Skills Remember Retrieve
pertinent facts from long-term memory (recognize,
recall)
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Conceptual Critical Thinking Skill
Model Information Processing Model Perception S
hort-Term Memory Long-Term Memory
Automaticity
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Critical Thinking Process Background Knowledge
Automaticity Critical Thinking
Process Organize Analyze
Evaluate (Adapted from Schneider and Shiffrin,
1977 Johnson, 2000)
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Elements of Critical Thinking Skill Instruction,
Acquisition, and Transfer Element Methods
Applications Acquisition Direct
Instruction Modeling Guided
Practice Individual Practice Internalization A
pplication Practicing to Facilitate
Automaticity Transfer Usage of Thinking Skill
Beyond the Learning Context (Adapted from
Perkins, 1986)
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• Independent Critical Thinking Functions
• Inferring
• Comparing
• Compare and Contrast
• Analyze
• Supporting a Statement
• Decision-making
• Ordering
• Evaluation/Critique
• Creating Groups
• Investigation
• Experimenting
• (Johnson, 2000, pp. 46-48)

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Problem-Based Teaching and Learning Approaches

• Basic Assumptions
• Learning is a multi-dimensional process
• Critical thinking is a learned skill
• Teaching must be learner-centered
• Active learning strategies contribute to
  enduring learning
• Transfer of information from the classroom to
  the field only occurs
• when utilized through active learning
• Teaching and Learning Applications
• Uses adult-learner (andragogical) methods
• Integrates learner past experience and newly
  acquired information
• (relational learning)
• Acquired knowledge base is necessary for
  automaticity
• Automaticity is a requisite for learning
  critical thinking skills
• Utilizes participatory learning techniques
• Utilizes diverse, multi-dimensional teaching
  and evaluation methods
• Integrates behavioral/cognitive and
  kinesic/applied learning, teaching, and
  evaluation methods

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Problem-Based Learning Evaluation Methods

• Evaluation Assumptions and Applications
• Instructors must be prepared to accept diverse
  and creative solutions when evaluating students
• Must provide accurate and meaningful feedback
  to students to distinguish good from poor
  quality critical thinking processes
• Critical thinking and problem-solving outcomes
  are not always objectively quantifiable
• Student self-assessment can be an effective
  evaluation method
• Objective and subjective evaluation methods can
  both be appropriate
• Evaluation is as participatory as learning and
  teaching in this model
• Assessments can measure cognition, thinking
  processes, and competency outcomes

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Problem-Based Learning Evaluation Methods contd.

• Specific Evaluation Methods
• Measure the critical thinking and
  problem-solving processes
• Evaluate multiple intelligences by utilizing a
  variety of cognitive, solution, communication,
  and hands-on skills in students
• Use case study and problem scenario instruments
  to measure critical thinking ability in students
• Think outside-of-the-box and use diverse,
  participatory, and interactive evaluation
  instruments and applications, i.e. research
  projects, role-playing, case analyses, essay
  written feedback, etc. to complete intelligence
  systems
• Utilize technology to engage electronic/visual
  learners through simulations
• Develop effective communicators by using group
  dialog, discussion, and public presentation to
  engage students in verbalizing their solutions
• Evaluators must accept the limitation of
  measures that are not entirely objective or
  value-free

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Problem-Based Learning Evaluation Methods contd.

• Evaluation Strategy for Problem-Based Learners
• Designate the competency, skill, cognition,
  outcome, or process to be measured
• Create a measurement scale of demonstrated
  competency or mastery of the skill
• Design a scale that provides for a continuum of
  performance of the learning process or skill
• Success can be measured in the effectiveness of
  the outcome, process or result
• Accept the possible lack of quantifiability of
  the measure and develop results- oriented
  measures
• Integrate both objective and non-objective
  measures in a diverse approach to evaluating
  various police task competence or mastery, i.e.
  multiple-choice, true/false, essay, research
  papers case analyses, oral presentation,
  simulation, modeling etc.

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Cooperative Instructional Methods

• Instructional Method
• Class presentation
• Students either individually or in groups
• present topical subjects in class
• Class discussion
• Students participate in opposing view-point
• debates or problem-solve by building
• consensus
• Socratic questioning
• Instructor or student lead questions on
• critical issues posed in class to prompt
• discussion
• (Adapted from Bloss, 2000)

• Benefit
• Promotes organizational and oral
• communication skills
• Promotes analytical thinking skills and
• facilitates problem-solving strategies
• Promotes critical thinking and enables
• participants to engage in problem and
• solution recognition with immediate
• feedback.

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Cooperative Assignment Methods

• Assignment Methods
• Research Exercises
• Students investigate and research assigned
• issues using electronic or document sources
• Writing Assignments
• Students develop and communicate findings
• in writing on select topics
• Case or Scenario Studies
• Students are given written or practical fact
• situations to critically analyze and
• formulate solutions
• Community Projects
• Students interact with select members of the
• community to identify practical problems
• facing citizens

• Benefits
• Develops research skills to investigate available
  
• information on any topic
• Promotes organizational, analytical, synthesis,
  and
• writing skills
• Facilitates problem-solving and analytical skill
• development
• Enables students to analyze and develop practical
  
• solutions to realistic community problems

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Cooperative Non-objective Evaluation Methods

• Benefit
• Develops written communication skills and
• provides a forum for idea transposition
• Enables students to develop research,
• organizational, analytical, and written
• reporting skills
• Facilitates the development of advanced
• oral communication skills
• Develops organizational, consensus
• building, problem-solving, and task
• completion skills

• Evaluation Methods
• Essay Written Responses
• A variety of essay-style evaluation items
• can be used
• Written Case or Research Topic Analyses
• Several types of case analyses, problem
• statements, or court case briefs can be
• utilized as quasi-subjective evaluations
• Oral Presentation
• An array of class presentation, group
• discussion, or debate leadership evaluation
• criteria can be developed to measure oral
• communication effectiveness
• Project Development
• Evaluation criteria can be developed to

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• Key Propositions
• Police Paradigm Shift
• Crime Control to Community/Problem-Oriented
  Policing
• Change in Ideology, Technology, and Practice
• Need to Change Training Approach
• Traditional to Problem-Solving
• Emergence of Problem-Based Learning
• Theories of Critical Thinking Processes
• Need for Systemic Change in Ideology, Teaching,
  Learning, and Evaluation
• Recognition of Different Learner Styles
• Multiple Intelligence
• Learner-centered
• Development of Critical Thinking,
  Problem-Solving, Effective Communication
• Skills
• Using Diverse Teaching and Learning Approaches
• Using Diverse Evaluation Approaches
• An Effort at Synthesis