This study aims to examine how early-career police officers experience different forms of assessment within the Police Constable Degree Apprenticeship (PCDA), with particular attention to authenticity, reflective practice, workload and operational relevance.
A mixed-methods design was used. Questionnaire data from 53 early-career police officers were analysed alongside qualitative interviews with four participants. Quantitative analysis examined perceptions of authenticity, reflection and deeper learning, while qualitative analysis explored lived experiences of assessment within operational policing contexts.
Work-based assessments were generally perceived as more authentic, relevant and professionally meaningful than traditional academic assessments. Strong positive relationships were identified between perceptions of assessment authenticity, reflective capability and deeper learning. Qualitative findings showed that assessments grounded in real operational tasks supported professional judgement and confidence, while excessive academic workload, duplication and inconsistent workplace support reduced perceived value.
The study was conducted within a single policing context and relies partly on retrospective self-reported data. Further multi-site and longitudinal research is needed to examine how assessment experiences influence professional development over time
Police education programmes should align assessment more closely with operational practice, reduce unnecessary duplication and embed reflection within authentic workplace activity. Supervisory support and protected learning time are also important to effective work-based learning.
The paper provides empirical evidence on how officers experience assessment within a contemporary work-based policing degree and demonstrates how authentic, reflective assessment can strengthen professional learning, confidence and operational readiness within police education.
