Dr Ian Hesketh is a serving police oficer, working as a senior policy adviser at the College of Policing. He is a Member of SET. Emma Williams is the deputy director of the Canterbury Christ Church University Policing Research Centre.
as being potentially at odds with prescriptive policing approaches and checklists. In discussing any move to a national
qualifications framework, we also need to look at the outputs of current research into policing and crime, and the ways in which much of this research is carried out.
FEELING EXCLUDED Research in Australia, on the impact of oficers being educated to degree level and beyond, found that unless oficers form part of any research undertaken, they are unlikely to adopt the resulting findings. This chimes with research conducted
by the College of Policing which found that, if oficers do not feel involved in processes of change, they are unlikely to buy into it or sign up to their organisations’ priorities to drive that change forward. Research into policing and crime in
the UK is rather fragmented currently. It is carried out by academics in universities and colleges and, occasionally, by oficers and staff on specialist courses. Some research takes a very scientific approach, tending to think about problems in a sterile way. For example, if a tactic is deployed in area A and not in similar area B, does crime reduce in A but not in B? Rarely does this type
of research consider the voice of the practitioner, or add any context
to the results they glean. As a result, oficers report feeling uninvolved and that, as a profession, things are done to the police in a way that tends to undermine their developing sense of professionalism. Research based solely, or even
largely, on data analysis is simply not good enough and, of course, it impacts on the way in which the police forces educate and train their oficers and staff. Such research can reduce policing
to a series of overly simplified, crime- control models. It is the antithesis of the more sophisticated, evidence- based policing practice that the College of Policing and many police oficers know is required to meet today’s challenges. Policing scholars are there as
educators to encourage debate, ask the dificult questions, try new creative ideas, consider the information available from a variety of sources, including police oficers, and to question the validity of that data. Academics should encourage
oficers to ask research questions and consider the most effective research methodology to help address the questions raised. The PEQF is key to developing and recognising truly professionalised
policing in England and
Wales. This is a long, and contested, journey for those involved in police education, but one which ought to reap just rewards for both the police and the public they serve.
THEBIG IDEA
Mary Kitchener outlines the key attributes and uses of the oft-cited but, perhaps, less well understood Bloom’s Taxonomy
Created by Educational psychologist Benjamin Bloom and peers in 1956, ‘Bloom’s Taxonomy’ is one of the most widely applied ‘go to’ strategies to transform learning goals into easuable obecties o eectie lesson planning.
The essential points are:
• There are actually three taxonomies: cognitie knoledge, aectie alues and attitudes) and sensory (skills). Which one is chosen depends on the original learning goal.
o tis, a taono o classification divides six hierarchical categories of learning, from simple to complex and concrete to abstract thinking, into learning objectives.
• As a general rule, students must achieve the prior learning objective before they proceed to a more complex level of learning. For example, they must be able to ‘identify’ before they can ‘apply’.
• Applying Bloom’s Taxonomy to learning objectives ensures they are measurable for assessment.
• Assessing the objectives gives feedback on the learning process to teacher and learner. In 2001, Bloom’s Taxonomy was revised by Lorin Anderson and David Krathwohl to eect st centu educatos and learners. “Comprehension” was changed to “understanding” and “synthesis” developed into “creating”. For over 50 years, Bloom’s Taxonomy
has resisted the waxing and waning of educational fashions. While there are critics of the process, it serves as a simple method to align goal, objective and assessment.
Mary Kitchener is an educational consultant at the Oxford Centre for Staff and Learning Development, and is a Member of SET.
The College of Policing is due to publish further information on ualifications late tis ea o ute details and uestions please contact
PolicingEQF@college.pnn.police.uk
INTUITION ISSUE 27 • SPRING 2017 17
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