The literacy practices for assessment in the vocational curriculum – the case of Hospitality

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 also 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.

Integrasi Konsep Literasi Vokasional untuk Mengembangkan Berpikir Kritis pada Siswa SMK: Sebuah Kajian Pustaka

“…Siswa SMK membutuhkan lebih dari sekadar literasi ilmiah karena fokus utama pendidikan vokasional adalah mempersiapkan lulusannya untuk masuk ke dunia kerja (Arthur et al, 2021). Oleh karena itu, diperlukan konsep literasi yang mencakup pengetahuan, keterampilan praktis, dan sikap yang relevan dengan bidang keahlian yang dipilih (Edwards et al, 2013). Konsep literasi baru ini perlu mempertimbangkan aspek kontekstual dan konten vokasional yang spesifik.…”

’We do not have a writing culture’: exploring the nature of ‘academic drift’ through a study of lecturer perspectives on student writing in a vocational university

“…In particular, exploring the views, perceptions and writing pedagogies of subject lecturers, who are the main custodians of student writing development and support in the university, can help to make visible the points of connection between academic writing and these 2 wider socio-political framings. Focusing on subject lecturers' perceptions and practices is of particular interest in vocational HE (HE) contexts where the multimodal texts and literacy practices encountered in such contexts are so diverse (Edwards and Smith, 2005;Edwards et al, 2013). Such diversity is primarily prompted by the institutional mandate to service the dual function of preparing graduates to meet the needs of both the university and professional domains.…”

Estudios científicos sobre alfabetización y alfabetización digital indexados en Scopus: revisión bibliográfica (2000-2013)

“…In this respect, different studies have examined the traditional writing practices in scholar settings and the relation between school and writing practice, such as Edwards, Minty and Miller (2013), Terra (2013), Mannion et al (2009) andWorthman, Gardner andThole (2011), who focused on the issue of writing by following certain rules. Concerning the writing practices at school, four studies reflect on one type of writing, that is, creative writing, as a traditional school-based literacy practice.…”

“…The third research line on literacy focuses on different educational settings, such as schools and libraries (Jaeger et al, 2012;Johnson & Jent, 2005), and the most remarkable researches in this field are as follows: Lee (2012); Terra (2013); Lenters and Mctavisk (2013) ;Edwards, Minty and Miller (2013); Simon, Campano, Broderick and Pantoja (2012) ;Mannion, Miller, Gibb and Goodman (2009);Hull and Hernández (2008) and Sán-chez and Salinas (2008) deal with literacy practices at school from working some communicative skills and their results. Brown, Micklewright, Schnepf and Waldmann (2007) and analyze the literacy practices of different areas of knowledge, such as mathematics and reading literacy, based on specific assessment tests in scholar settings.…”

“…From a theoretical framework, Harvey, Hux and Snell (2013);Mannion et al (2009) ;Edwards, Minty and Miller (2013);Goodman (2009) andSuggate (2009) examine the school's role in the literacy practices in relation to reading. Kasper and Ünlü (2013) delve into this question from the application of Progress in International Reading Literacy Study (PIRLS), a program that provides data on the reading competence level of students with similar ages to those who participate in the PISA report.…”