This agenda item has been submitted through the collaboration of the Basic Training Bureau and the Standards, Evaluation, and Research Bureau.

As part of an ongoing process, staff reviews regulations and procedures related to peace officer basic courses to determine if revisions are necessary.  This process is facilitated by staff with input by subject matter experts, academy directors, and academy/modular format/program coordinators.  The outcome from these workshops includes recommendations for updating and enhancing the basic courses.  The recommendations are reviewed by the Basic Course Consortium.  The Consortium is the representative membership of all POST basic course presenters in California. 

POST has experienced two large compromises of POST-developed test material in its recent history.  The first occurred in 2003, and the second occurred in 2010.  This led to a complete overhaul of the required written tests, and updates to the Test Management and Assessment System (TMAS).  On June 23, 2016, the Commission approved a more innovative methodology for testing. As of February 15, 2017, the required written tests changed from 24 individual Learning Domain tests to three multi-dimensional Learning Objective tests to prepare students for scenario testing in the basic courses and subsequent field training.  Students are expected to retain and apply the knowledge they have learned in each subject area across the whole course rather than learn a set of facts, remember them for the individual Learning Domain test, then forget those facts and begin studying for the next Learning Domain test.

The specific vignettes incorporated throughout these multi-dimensional Learning Objective tests have similar methodology to the scenario tests administered in the Regular Basic Course.  A specific vignette tests the application of knowledge from several learning domains taught to that date, and increase in sophistication until the final, comprehensive examination.  The successful student is expected to perform at a level indicating readiness to enter a field training program after graduation from the basic course.  Since its inception in February 2017, students have been doing very well on the new multi-dimensional tests statewide. 

At the May 2017 Consortium, the POST Test Review Panel brought forward a recommendation to discontinue testing Learning Domains:

2 (Criminal Justice System) Attachment A,

3 (Policing in the Community) Attachment B,

26 (Unusual Occurrences) Attachment C,

31 (Custody) Attachment D,

36 (Information Systems) Attachment E, and

43 (Emergency Management) Attachment F. 

The proposed elimination of these domains removes the objectives from the multi-dimensional learning objective tests.  The current hourly distributions in the Basic Courses reflect the proposed changes (See Attachments G, H, I, J, K, L, and M).  The test panel is comprised of POST staff members, presenters and coordinators of the Basic Courses, core instructors, and subject matter experts. 

During the conversion to TMAS II, the Training and Testing Specifications (TTS) were not adjusted to reflect the exclusive utilization of the new test system, as that would have essentially required the creation of two separate TTS documents until the use of TMAS I had expired.  Now that TMAS II is the exclusive testing system, the TTS is being modified to reflect such changes.

The recommendation to eliminate these learning domains from the written tests was based on a number of factors. The Test Review Panel looked at where objectives from these domains were covered elsewhere within the regular basic course, and within the multi-dimensional Learning Objectives tests in more comprehensive vignettes, as well as required learning activities.  Previously, the individually tested learning domains were merely knowledge based, and important objectives from these domains are covered extensively within the multi-dimensional Learning Objective tests.  For example, objectives covered in Learning Domain 2 (Criminal Justice System) covering the 4th, 5th, 6th and 14th Amendments are thoroughly covered in educational objectives from Learning Domains 15 (Laws of Arrest) and 16 (Search and Seizure).  There are one or more required learning activities for each of these domains throughout the regular basic courses, as well as several hours of classroom instruction.  The proposed recommendation was vetted and approved by the Consortium of Academy Directors and Coordinators with no concerns or opposition.