Responsive Construction of a Digital Labor Literacy Evaluation Model for Vocational College Students
With the digital upgrade of industrial chains and the iterative development of labor forms,it has become an urgent need to establish a digital labor literacy evaluation framework.Many vocational colle-ges have attempted to expand the dimensions,methods,and the scope of evaluation on the basis of tra-ditional assessment paradigms,but this approach does not align with the characteristics and needs of digital literacy assessment.Instead,it faces challenges such as the aggregation of evaluation indicators,the transfer of validity in evaluation criteria,and the static and closed nature of the evaluation system.The fundamental transformation and development of digital labor literacy require a shift in the assessment paradigm.Responsive constructivism,guided by dialectical methodological approaches from hermeneu-tics,conducts assessments that are responsive to the interactions and negotiations among multiple stake-holders.It focuses on resolving discrepancies and controversies during these processes,engaging in con-tinuous dialectical responses,and spiraling towards the construction and continuous improvement of the evaluation system.The digital literacy assessment of vocational college students based on responsive con-structivism requires a multi-dimensional focus on exploring digital literacy evaluation standards through responsive inquiry,embedding observations of digital labor literacy performance within various contexts,and constructing evaluation models through collaborative efforts among diverse stakeholders.
万方数据
维普
