Ecology, identity and assessment: the implications of a case study of police students? learning in community placements for assessment.
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Reflective practice is often cited as the goal of work placements. In this paper, I consider the outcomes of a study of New South Wales policing students' learning in community placements? which ha4 as its stimulu~ comments that the academics involved could see that students were learning? but not what they understood as reflection. Examination of the students' work showed that changes in feeling~ thought~ beliefs and actions could be tracked in their daily logs of events. Drawing on Burkitt's ecological perspective? I argue that, in work placements? neither the work environment nor the student can be isolated from each other or from other life-world~ and placement processes and assessment need to be designed with interactMty, unpredictability and intentional aspects of learning clearly in mind Action learning projects are suggested because they inevitably draw people in the placement into the action and into reflecting upon what is happening.