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

Richard Edwards, Sarah Minty, Kate Miller

Research output: Contribution to journalArticle

7 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)220-235
Number of pages16
JournalJournal of Vocational Education and Training
Issue number2
Publication statusPublished - 24 Apr 2013



  • literacy
  • vocational curriculum
  • assessment
  • literacies
  • Hospitality
  • New Literacy Studies

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