The Literacy Practices for Assessment in the Vocational Curriculum--The Case of Hospitality

Autor/inn/en	Edwards, Richard; Minty, Sarah; Miller, Kate
Titel	The Literacy Practices for Assessment in the Vocational Curriculum--The Case of Hospitality
Quelle	In: Journal of Vocational Education and Training, 65 (2013) 2, S.220-235 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2013.783611
Schlagwörter	Hospitality Occupations; Vocational Education; Literacy; Case Studies; Reading Skills; Writing Skills; Content Area Reading; Content Area Writing; Foreign Countries; Educational Methods; Cooking Instruction; Job Skills; Student Projects; Postsecondary Education; Ethnography; Interviews; Observation; Qualifications; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Gastgewerbegehilfe; Ausbildung; Berufsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Case study; Fallstudie; Case Study; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Sinnerfassendes Lesen; Schriftliche Übung; Ausland; Educational method; Erziehungsmethode; Produktive Fertigkeit; Schulprojekt; Post-secondary education; Tertiäre Bildung; Ethnografie; Interviewing; Interviewtechnik; Beobachtung; Qualifikation; Qualifikationsstufe; Großbritannien
Abstract	This article explores two case studies of the literacy practices of assessment in the vocational curriculum. Previous studies have identified learning in the vocational curriculum as being assessment-driven and that subjects often associated with limited levels of literacy actually require multiple literacy practices from students. Drawing upon studies of the literacy practices of assessment in the teaching of Hospitality, the study explores the academic and occupational forms of reading and writing required of students. These literacy practices are often invisible to both students and staff and yet are central to the success of students in relation to attainment. The article suggests that vocational subjects may actually be more demanding in the range of literacies required for assessment than is often considered to be the case. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10