An Exploration of the Use of Reflective Assessment by Policing Apprentices Whilst in an Operational Setting
The Open University, Milton Keynes
How they used Delve
Researchers at The Open University used Delve to code six interviews and three focus groups from the Police Constable Degree Apprenticeship, coding deductively from the literature and then inductively from the data to work out why reflective practice is valuable for development but awkward as an assessment tool.
“The interviews and focus groups were recorded and transcribed, and then analysed using Delve Qualitative data analysis software, a content analysis tool for small-scale studies. Deductive coding based on the findings of the literature review and interview questions was used to firstly establish relevant themes under which the responses could be grouped [...] Thereafter, inductive coding arising from the interview and focus groups responses was used to establish and build key themes.”
- Field
- Work-based learning and professional education; whether reflective practice can be assessed on the Police Constable Degree Apprenticeship without losing what makes reflection useful
- Data
- Six semi-structured interviews conducted at participants' own police headquarters, including a Strategic Development Officer and a Police Inspector from the Professional Development Unit, plus three online focus groups on MS Teams with nine practice tutors responsible for assessing reflective practice assessments on the apprenticeship
- Approach
- Constructivist study analysed in two passes in Delve: deductive coding first, using themes drawn from the literature review and the interview questions (meaning and understanding; learning benefits for police training; personal, professional and force development; reflection opportunities and activities; obstacles, challenges and stress factors; possible improvements), then inductive coding from the responses themselves to build the key themes.
- Data types
- Interviews, Focus groups
Abstract
Abstract This chapter explores the concept of using reflective practice as a tool to assess learning throughout a work-based learning module in the Police Constable Degree Apprenticeship (PCDA) at The Open University. The research uses a constructivist approach involving the collection of qualitative data. Whilst reflection has emerged as a ‘universally accepted ingredient of professional development’ (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020, p. 2) there appears to be ‘little or no agreement’ on what reflective practice is (Hargreaves in Assessing reflective practice. Nurse Education Today 24:196–201, 2004, p. 196). This suggests that risky assumptions are being made that policing students know what reflection is and understand how to reflect, and that module tutors know how to assess that reflection (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020; Chan and Luo in Teachers and Teaching 26:214–228, 2020). Research also demonstrates that a tutor’s own stance towards reflection influences how they promote reflection. To explore these ideas, we draw on data from a deductive thematic analysis of semi-structured interviews and focus groups from a work-based learning module. The emerging theme is that whilst reflective practice promotes and supports professional development, it presents as a challenge when used as an assessment tool to demonstrate learning. This chapter offers valuable insights into how reflective practice can be used within a work-based programme that is meaningful for practitioners and tutors.
Citation
Abigail Salter, Amanda Smith, Stephen Moss (2025). An Exploration of the Use of Reflective Assessment by Policing Apprentices Whilst in an Operational Setting. Creativity and Critique in Digital Learning and Teaching. https://doi.org/10.1007/978-3-031-68086-1_12