The literacy practices for assessment in the vocational curriculum - the case of Hospitality
The literacy practices for assessment in the vocational curriculum - the case of Hospitality
复制标题
职业课程中评估素养的实践——以酒店业为例
DOI：
10.1080/13636820.2013.783611
复制
发表时间：
2013
影响因子：
1.9
通讯作者：
Edwards R
中科院分区：
文献类型：
--
作者：
Edwards R
本文探讨了两个案例研究的识字评估的做法，在职业课程。以前的研究已经确定，职业课程的学习是由评估驱动的，往往与有限的识字水平有关的科目实际上需要学生进行多种识字练习。本研究借由饭店学教学中识字评估的研究，探讨学生阅读与写作的学术与职业形式。这些扫盲实践往往是无形的学生和工作人员，但对学生的成功与成绩的核心。这篇文章表明，职业科目实际上可能是更苛刻的评估所需的识字范围比通常被认为是这样的。
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.