Self-evaluation of one's own performance has been found in prior research to be an enabler of professional development. The task of evaluation is also a core component of a model of the investigative interviewing of victims, witnesses and suspects, being increasingly used throughout the world. However, it remains the case that there has been little research as to how practitioners approach the task itself. The present study examined the topic through the lens of observing how effectively 30 real-life investigators in the UK undertook evaluation of their interviews, representing almost the entire investigative frontline workforce of a small law enforcement agency in this country. Using an established scale of measurement, both investigators' and an expert's ratings of the same sample of interviews were compared across a range of tasks and behaviours. It was found that in almost all the assessed behaviours, requiring of the investigators to provide a self-rating, their scores tended to significantly outstrip those applied to the sample by the expert. Reasons are explored for the investigators' overstated assessments. Implications for practice are then discussed.
ARTICLE HISTORY
CLIL is the umbrella term for any scenario in which content learning and language learning take place in one learning environment and, given the importance of English globally, it is increasingly learned in CLIL environments. The extent to which language is taught explicitly depends on the age and language level of learners and how evidently and quickly they use English authentically. The term CLIL arose from the European Union's drive toward integration among member states and is a natural successor to content‐based instruction. It focuses on general theories of learning as opposed to theories of language learning. Educators who want or need to apply CLIL will need to be open to the philosophy behind it and be suitably trained. Where appropriate they will need to make adjustments to materials, sequencing, delivery, and assessment until learners reach a mother tongue level and no longer need language scaffolding.
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