|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The literacy practices for assessment in the vocational curriculum - the case of Hospitality|
New Literacy Studies
|Publisher:||Taylor and Francis|
|Citation:||Edwards R, Minty S & Miller K (2013) The literacy practices for assessment in the vocational curriculum - the case of Hospitality, Journal of Vocational Education and Training, 65 (2), pp. 220-235.|
|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.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Author's Accepted Manuscript of an article published in Journal of Vocational Education & Training, Volume 65, Issue 2, 2013, pp.220-235 copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13636820.2013.783611|
University of the West of Scotland
|Literacies_for_assessment-JVET 14 sep.pdf||451.75 kB||Adobe PDF||View/Open|
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