Authentic assessment, adult learning and meaningful curriculum design: reflections on apprenticeship development and teaching practice on a criminology, investigation and policing programme

Tony Blockley; Sean Walton; Gary Curnow

doi:10.1108/heswbl-07-2024-0210

Authentic assessment, adult learning and meaningful curriculum design: reflections on apprenticeship development and teaching practice on a criminology, investigation and policing programme

Tony Blockley
, Sean Walton
, Gary Curnow

School of Social Sciences

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

This paper explores how authentic assessment and adult learning principles can shape meaningful curriculum design within higher education criminology and policing programmes. It reflects on how degree apprenticeship development has influenced pedagogy and professional learning for adult learners.

Original language	English
Pages (from-to)	131–151
Journal	Higher Education, Skills and Work-based Learning
Volume	16
Issue number	1
Early online date	11 Nov 2025
DOIs	https://doi.org/10.1108/heswbl-07-2024-0210
Publication status	Published - 10 Feb 2026

Keywords

Apprenticeship
Authentic assessment
Curriculum design
Criminology, investigation and policing

Access to Document

10.1108/heswbl-07-2024-0210Licence: Unspecified

Cite this

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Authentic assessment, adult learning and meaningful curriculum design: reflections on apprenticeship development and teaching practice on a criminology, investigation and policing programme. / Blockley, Tony; Walton, Sean; Curnow, Gary.
In: Higher Education, Skills and Work-based Learning, Vol. 16, No. 1, 10.02.2026, p. 131–151.

Research output: Contribution to journal › Article › peer-review

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KW - Curriculum design

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Authentic assessment, adult learning and meaningful curriculum design: reflections on apprenticeship development and teaching practice on a criminology, investigation and policing programme

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Keywords

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