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

Purpose 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. Design/methodology/approach Adopting a reflective practitioner and autoethnographic approach, the paper draws on the author’s experience of designing and delivering a work-integrated policing degree apprenticeship. Analysis of curriculum documents, feedback and professional reflections illustrates how assessment practices connect theory with operational realities. As no participant data were collected, the study did not require formal ethical approval and complies with Leeds Trinity University’s Research Ethics Policy and BERA (2018) guidelines. Findings Authentic assessment promotes engagement, critical reflection and professional identity formation. Integrating workplace challenges within academic study enhances adaptive expertise and supports evidence-based decision-making while highlighting the importance of flexibility and recognition of practitioner knowledge. Research limitations/implications As a single-institution reflective study, findings are context-specific. Broader, multi-institutional research would extend and test this framework further. Practical implications The paper provides practical guidance for embedding authentic assessment in programmes for work-based learners and demonstrates how collaboration between universities and employers can ensure curricula remain academically robust and professionally relevant. Social implications Embedding authentic assessment fosters ethical, accountable policing by preparing officers to reflect, adapt and engage meaningfully with diverse communities. Originality/value This study offers a reflective, evidence-informed model for curriculum design that aligns academic learning with professional practice. It illustrates how authentic assessment can transform learning for adult and professional learners by creating purposeful connections between higher education and workplace contexts.