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Written Exercises for the Police Recruit Assessment Process
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Written Exercises for the Police Recruit Assessment Process


Other Titles in:
Getting Into the Police

144 pages | Learning Matters
This practical and accessible book focuses on the Written Exercise, which forms a key part of the Police Recruit Assessment Process. The book starts with an overview of the principles of completing a written exercise. It gives clear information on issues of grammar, spelling and punctuation, with examples of common mistakes and questions to check understanding. Full written exercises, in the form of candidate's instructions and the various associated documents, provide essential practice and the intentions of each are explained, identifying the core competencies being tested.
 
Introduction to the Written Exercises
 
Part 1: Preparing for the Assessment
 
Part 2: Written Exercises
 
Part 3: Specimen Responses
 
Appendix A: Answers to Part 1 tasks
 
Appendix B: National Core Competencies
 
Index

This book focuses on the Written Exercise, which forms a key part of the Police Recruit Assessment Process. Starting with an overview of the principles of completing a written exercise, the book gives clear information on issues of grammar, spelling and punctuation, with examples of common mistakes and questions to check understanding.

Mr Bernard Sheridan
Department of Policing, Central Lancashire University
June 27, 2012

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Richard Malthouse

Richard Malthouse is currently employed within a large law enforcement agency, providing training design and performance needs analysis. He has been teaching, coaching, and assessing police officers for over 11 years and is a Director of The Interview Success Company Ltd which coaches individuals through the National Police Recruit Assessment Process. More About Author

Jodi Roffey-Barentsen

Dr Jodi Roffey-Barentsen is Programme Manager of Education and Teacher Training at Farnborough College of Technology in Hampshire. She has extensive experience in teaching and learning in a range of educational settings and is responsible for a suite of degree courses in education and learning support.   Her research interests are in the field of Reflective Practice, the deployment of Teaching Assistants and Transition to HE. Jodi works as a consultant for an international exam board and is a Fellow of the Institute for Learning.    More About Author

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