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Ecology, Identity and Assessment: The Implications of a Case Study of Police Students Learning in Community Placements for Assessment Conclusions
المؤلف:
Catherine Layton
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P34-C29
2025-08-03
8
Ecology, Identity and Assessment: The Implications of a Case Study of Police Students' Learning in Community Placements for Assessment Conclusions
The interface between student and placement is an extremely complex phenomenon. Despite the small number of students involved in the study, and because of the frankness of the students' writing, my research highlights the need to counterbalance a focus on what happens for individuals as they learn in workplaces with a focus on designing learning that recognizes the impact of the interaction between student and workplace. Assessment processes that fail to take account of the complexity of the inter-relationships involved may miss the target entirely (as was the case with a model of reflection as being the application of theory to practice) and fail to assess the very things that will contribute to a learner becoming a skilful practitioner. It is possible that the most fruitful starting point for enhancing assessment practices in work placements is the notion of action learning, although, with a critical absence of any literature on the assessment of action learning, all that can be offered is some promising leads. Further research is required into how best to structure a sufficiently flexible system.
Using community or service placements in professional education requires that far more attention to be paid to what is being assessed, how, and why, if students - and clients - are not to be disadvantaged by the happenstance of the organization in which students are placed. The questions raised by this study will be of use not just in service learning or other work placements, but also in continuing professional education courses undertaken by distance education.
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