Feasibility and value of using a GoPro camera and Apple iPad to study teacher-student assessment feedback interactions

Book chapter

van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy. (2019). Feasibility and value of using a GoPro camera and Apple iPad to study teacher-student assessment feedback interactions. In In B. P. Veldkamp and C. Sluijter (Ed.). Theoretical and Practical Advances in Computer-based Educational Measurement pp. 339 - 359 SpringerOpen. https://doi.org/10.1007/978-3-030-18480-3_18
Authorsvan der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy
EditorsB. P. Veldkamp and C. Sluijter
Abstract

The importance of effective feedback for learning is widely recognised. However, much of the previous research on assessment feedback has paid limited attention to the nature of feedback interactions, and teacher and student perspectives. Innovations in technology have opened up possibilities to capture such interactions for research and professional development purposes. This study investigated the feasibility and value of using easily accessible equipment for practitioner use and research purposes. Specifically, the study focussed on use of a GoPro camera and an Apple iPad in capturing one-to-one teacher-student feedback interactions, and subsequent individual video-stimulated recall (VSR) for self-reflection. Six teacher-student pairs in three Australian secondary schools participated in the research. Evidence collected included technical data and characteristics of the devices, teacher and student experiences, and researchers’ experiences and reflections. While the iPad and GoPro were both useful for capturing interactions, the iPad was more useful and practicable for VSR interviews. Findings suggest that such technology has potential for use by teachers and students to improve reflection and feedback interaction, and thus to enhance student learning. The researchers identified several technical issues that occurred in a range of settings and make suggestions to overcome these issues.

Keywordsvideo technology; feedback; teacher-student interaction; video-stimulated recall
Page range339 - 359
Year2019
Book titleTheoretical and Practical Advances in Computer-based Educational Measurement
PublisherSpringerOpen
Place of publicationNetherlands
SeriesMethodology of Educational Measurement and Assessment
ISBN9783030184797
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-18480-3_18
Open accessOpen access
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
License
Permalink -

https://acuresearchbank.acu.edu.au/item/8579q/feasibility-and-value-of-using-a-gopro-camera-and-apple-ipad-to-study-teacher-student-assessment-feedback-interactions

Log in to edit

Download files

Publisher's version
OA_van_der_Kleij_2019_Feasibility_and_value_of_using_a.pdf
License: CC BY 4.0

  • 220
    total views
  • 241
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Evidence of teacher assessment work and its relationship to their assessment identity
Adie, Lenore Ellen, Wyatt-Smith, Claire Maree, Finch, Mary and DeLuca, Christopher. (2024). Evidence of teacher assessment work and its relationship to their assessment identity. Teaching and Teacher Education. 141, pp. 1-10. https://doi.org/10.1016/j.tate.2024.104518
Mediating teachers’ assessment work
Adie, Lenore Ellen, Gallagher, Jeanine, Wyatt-Smith, Claire Maree, Spina, Nerida and DeLuca, Christopher. (2023). Mediating teachers’ assessment work. The Australian Educational Researcher. pp. 1-21. https://doi.org/10.1007/s13384-023-00675-z
Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing
Humphry, Stephen, Adie, Lenore, Maxwell, Carolyn and Sappl, Sonia. (2023). Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing. Frontiers in Education. 8, p. Article 1183695. https://doi.org/10.3389/feduc.2023.1183695
Students drawing conclusions about assessment to inform school change
Willis, Jill, Adie, Lenore, Addison, Bruce and Kimber, Megan. (2023). Students drawing conclusions about assessment to inform school change. Cambridge Journal of Education. pp. 1-23. https://doi.org/10.1080/0305764X.2023.2228224
Professionalizing teacher education : Performance Assessment, Standards, Moderation, and Evidence
Wyatt-Smith, Claire Maree, Adie, Lenore Ellen, Haynes, Michele and Day, Chantelle. (2022). Professionalizing teacher education : Performance Assessment, Standards, Moderation, and Evidence Routledge. https://doi.org/10.4324/9780429318504
Learning progression–based assessments : A systematic review of student and teacher uses
Harris, Lois Ruth, Adie, Lenore and Wyatt-Smith, Claire. (2022). Learning progression–based assessments : A systematic review of student and teacher uses. Review of Educational Research. 92(6), pp. 996-1040. https://doi.org/10.3102/00346543221081552
The conceptualisation of a teaching performance assessment : Designing for evidence of graduate competence
Adie, Lenore and Wyatt-Smith, Claire. (2021). The conceptualisation of a teaching performance assessment : Designing for evidence of graduate competence. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 19-37 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_2
Introducing a new model for online cross-institutional moderations
Wyatt-Smith, Claire and Adie, Lenore. (2021). Introducing a new model for online cross-institutional moderations. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 39-58 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_3
Disrupting teacher education for sustainable change
Wyatt-Smith, Claire and Adie, Lenore. (2021). Disrupting teacher education for sustainable change. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 217-229 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_17
Provocation 5 : COVID triggered disruption in teacher education and resultant actions
Wyatt-Smith, Claire, Day, Chantelle and Adie, Lenore. (2021). Provocation 5 : COVID triggered disruption in teacher education and resultant actions. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 185-192 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_14
Professional standards, evidence and collaboration : Cultural disruption in teacher education
Wyatt-Smith, Claire and Adie, Lenore. (2021). Professional standards, evidence and collaboration : Cultural disruption in teacher education. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 3-18 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_1
Conceptualising a fairness framework for assessment adjusted practices for students with disability : An empirical study
Rasooli, Amirhossein, Razmjoee, Maryam, Cumming, Joy, Dickson, Elizabeth and Webster, Amanda. (2021). Conceptualising a fairness framework for assessment adjusted practices for students with disability : An empirical study. Assessment in Education. 28(3), pp. 301-321. https://doi.org/10.1080/0969594X.2021.1932736
The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education
Wyatt-Smith, Claire, Humphrey, Stephen, Adie, Lenore and Colbert, Peta. (2020). The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education. Assessment in Education. 27(1), pp. 65-86. https://doi.org/10.1080/0969594X.2020.1712326
Examining research into the use of data walls for teaching and learning : How are they being implemented within data use cycles?
Adie, Lenore, Harris, Lois and Wyatt-Smith, Claire. (2020). Examining research into the use of data walls for teaching and learning : How are they being implemented within data use cycles? Teaching and Teacher Education. 89, p. Article: 103012. https://doi.org/10.1016/j.tate.2019.103012
Using data walls to display assessment results : A review of their effective impacts on teachers and students
Harris, Lois, Wyatt-Smith, Claire and Adie, Lenore. (2020). Using data walls to display assessment results : A review of their effective impacts on teachers and students. Teachers and Teaching: Theory and Practice. 26(1), pp. 50-66. https://doi.org/10.1080/13540602.2020.1739018
The rubric as a moderating tool in tertiary contexts
Adie, Lenore. (2020). The rubric as a moderating tool in tertiary contexts. In In Grainger, Peter and Weir, Katie (Ed.). Facilitating student learning and engagements in higher education through assessment rubrics pp. 87-96 Cambridge Scholars Publishing.
Synergy and tension between large-scale and classroom assessment: International trends
Louis Volante, Christopher DeLuca, Lenore Adie, Eva Baker, Heidi Harju-Luukkainen, Margaret Heritage, Christoph Schneider, Gordon Stobart, Kelvin Tan and Claire Wyatt-Smith. (2020). Synergy and tension between large-scale and classroom assessment: International trends. Educational Measurement: Issues and Practice. 39(4), pp. 21-29. https://doi.org/10.1111/emip.12382
Contesting educational assessment policies in Australia
Cumming, Joy, van der Kleij, Fabienne Schoenmaker and Adie, Lenore. (2019). Contesting educational assessment policies in Australia. Journal of Education Policy. 34(6), pp. 836 - 857. https://doi.org/10.1080/02680939.2019.1608375
Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity
Adie, Lenore and Wyatt-Smith, Claire. (2019). Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.2019.1606892
A meta-review of the student role in feedback
van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy. (2019). A meta-review of the student role in feedback. International Journal of Educational Research. 98, pp. 303 - 323. https://doi.org/10.1016/j.ijer.2019.09.005
Reasonable adjustment in assessment: The Australian experience
Dixon, Elizabeth and Cumming, Joy. (2018). Reasonable adjustment in assessment: The Australian experience. In In K. Trimmer, R. Dixon and Y. S. Findlay (Ed.). The Palgrave handbook of education law for schools pp. 315 - 333 Palgrave Macmillan. https://doi.org/10.1007/978-3-319-77751-1_14
Diverse perspectives on student agency in classroom assessment
Adie, Lenore, Willis, Jill and van der Kelij, Fabienne S.. (2018). Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher. 45(1), pp. 1 - 12. https://doi.org/10.1007/s13384-018-0262-2
Research-informed conceptualization and design principles of teacher performance assessments: wrestling with system and site validity
Adie, Lenore and Wyatt-Smith, Claire Maree. (2018). Research-informed conceptualization and design principles of teacher performance assessments: wrestling with system and site validity. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and Accountability in Teacher Education: Setting directions for new cultures in teacher education pp. 115 - 132 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2
Policy expectations and support for teacher formative assessment in Australian education reform
Van der Kleij, Fabienne Michelle, Cumming, Jacqueline Joy and Looney, Anne. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education. 25(6), pp. 620 - 637. https://doi.org/10.1080/0969594X.2017.1374924
Student experiences of NAPLAN: sharing insights from two school sites
Swain, Katharine, Pendergast, Donna and Cumming, Joy. (2018). Student experiences of NAPLAN: sharing insights from two school sites. The Australian Educational Researcher. 45(3), pp. 315 - 342. https://doi.org/10.1007/s13384-017-0256-5
Formative assessment and feedback using information technology
van der Kleij, Fabienne S. and Adie, Lenore. (2018). Formative assessment and feedback using information technology. In In J. Voogt, G. Knezek and R. Christensen and K. Lai (Ed.). Second Handbook of Information Technology in Primary and Secondary pp. 601 - 615 Springer International Publishing. https://doi.org/10.1007/978-3-319-71054-9
The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning
Adie, Lenore, Van der Kleij, Fabienne Michelle and Cumming, Joy Joy. (2018). The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning. British Educational Research Journal. 44(4), pp. 704 - 723. https://doi.org/10.1002/berj.3463
New cultures in teacher education
Wyatt-Smith, Claire Maree and Adie, Lenore. (2018). New cultures in teacher education. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and Accountability in Teacher Education: Setting directions for new cultures in teacher education pp. 1 - 15 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2
2018 Queensland NAPLAN review: School and system perceptions report and literature review
Cumming, Joy, Jackson, Christine, Day, Chantelle, Maxwell, Graham, Adie, Lenore, Lingard, Bob, Haynes, Michele and Heck, Elizabeth. (2018). 2018 Queensland NAPLAN review: School and system perceptions report and literature review Australia: Institute for Learning Sciences and Teacher Education, Australian Catholic University.
Validity and participation: implications for school comparison of Australia's national assessment program
Thompson, Greg, Adie, Lenore and Klenowski, Val. (2018). Validity and participation: implications for school comparison of Australia's national assessment program. Journal of Education Policy. 33(6), pp. 759 - 777. https://doi.org/10.1080/02680939.2017.1373407
Enhancing inclusive education through teacher education reforms
Cumming, Joy, Tones, Megan, Day, Chantelle and Heck, Elizabeth. (2018). Enhancing inclusive education through teacher education reforms. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education pp. 201 - 221 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2_13
Assessment: the trilogy of standards, evidence and judgement in australian education reform
Wyatt-Smith, Claire Maree and Adie, Lenore. (2018). Assessment: the trilogy of standards, evidence and judgement in australian education reform. In In A. Reid and D. Price (Ed.). The Australian Curriculum: Promises, problems and possibilities pp. 163 - 176 Australian Curriculum Studies Association.
Assessment moderation in an Australian context: processes, practices, and challenges
Beutel, Denise, Adie, Lenore and Lloyd, Margaret. (2017). Assessment moderation in an Australian context: processes, practices, and challenges. Teaching in Higher Education. 22(1), pp. 1 - 14. https://doi.org/10.1080/13562517.2016.1213232
Empowering parents of children with autism spectrum disorder: critical decision-making for quality outcomes
Webster, Amanda, Cumming, Joy and Rowland, Susannah. (2017). Empowering parents of children with autism spectrum disorder: critical decision-making for quality outcomes Springer. https://doi.org/10.1007/978-981-10-2084-1
Using video technology to enable student voice in assessment feedback
van der Kleij, Fabienne S., Adie, Lenore and Cumming, Joy. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology. 48(5), pp. 1092 - 1105. https://doi.org/10.1111/bjet.12536
Assessment
Wyatt-Smith, Claire Maree, Adie, Lenore, Van der Kleij, Fabienne Michelle and Cumming, Joy. (2017). Assessment. In In D. Pendergast, K. Main and N. Bahr (Ed.). Teaching Middle Years: Rethinking curriculum, pedagogy and assessment pp. 301 - 320 Allen & Unwin.
Teacher educators' critical reflection on becoming and belonging to a community of practice
Adie, Lenore, Mergler, Amanda, Alford, Jennifer, Chandra, Vinesh and Hepple, Erika. (2017). Teacher educators' critical reflection on becoming and belonging to a community of practice. In In J. McDonald and A. Cater-Steel (Ed.). Communities of Practice: Facilitating Social Learning in Higher Education pp. 403 - 422 Springer.
Effective enactment of assessment for learning and student diversity in Australia
Cumming, Jacqueline Joy and Van der Kleij, Fabienne Michelle. (2016). Effective enactment of assessment for learning and student diversity in Australia. In In D. Laveault and L. Allal (Ed.). Assessment for learning: Meeting the challenge of implementation pp. 55 - 73 Springer. https://doi.org/10.1007/978-3-319-39211-0_4
Making meaning of assessment policy in Australia through teacher assessment conversations
Adie, Lenore Ellen and Willis, Jill. (2016). Making meaning of assessment policy in Australia through teacher assessment conversations. In In D. Laveault and L. Allal (Ed.). Assessment for learning: Meeting the challenge of implementation pp. 35 - 53 Springer International Publishing. https://doi.org/10.1007/978-3-319-39211-0_3
Handling attrition and non-response in longitudinal data with an application to a study of Australian youth
Cumming, Jacqueline Joy and Goldstein, Harvey. (2016). Handling attrition and non-response in longitudinal data with an application to a study of Australian youth. Longitudinal and Life Course Studies. 7(1), pp. 53 - 63. https://doi.org/10.14301/llcs.v7i1.342
Quality assurance of assessment and moderation discourses involving sessional staff
Grainger, Peter, Adie, Lenore and Weir, Katie. (2016). Quality assurance of assessment and moderation discourses involving sessional staff. Assessment and Evaluation in Higher Education. 41(4), pp. 548 - 559. https://doi.org/10.1080/02602938.2015.1030333
Students at risk and NAPLAN
Cumming, Joy, Wyatt-Smith, Claire Maree and Colbert, Peta Jane. (2016). Students at risk and NAPLAN. In In B. Lingard, G. Thompson and S. Sellar (Ed.). National testing in schools: An Australian assessment pp. 126 - 138 Routledge.
Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests
Davies, Michael D., Elliott, Stephen N. and Cumming, Joy. (2016). Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests. International Journal of Inclusive Education. 20(12), pp. 1252 - 1269. https://doi.org/10.1080/13603116.2016.1159256
School leadership in assessment in an environment of external accountability: Developing an assessment for learning culture
Cumming, Joy, Maxwell, Graham and Wyatt-Smith, Claire Maree. (2016). School leadership in assessment in an environment of external accountability: Developing an assessment for learning culture. In In G. Johnson and N. Dempster (Ed.). Leadership in diverse learning contexts pp. 221 - 237 Springer International Publishing. https://doi.org/10.1007/978-3-319-28302-9_11
What's the point of moderation? A discussion of the purposes achieved through contemporary moderation practices
Bloxham, Sue, Hughes, Clair and Adie, Lenore Ellen. (2016). What's the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment and Evaluation in Higher Education. 41(4), pp. 638 - 653. https://doi.org/10.1080/02602938.2015.1039932
The prospects for assessment for learning in higher education in Asian settings: The case of Vietnam
Ho, Nhat, Adie, Lenore and Klenowski, Val. (2016). The prospects for assessment for learning in higher education in Asian settings: The case of Vietnam. Assessment Matters. 10, pp. 5 - 26. https://doi.org/10.18296/am.0015
Restraint of students in schools in the USA
Mawdsley, Ralph and Cumming, Jacqueline. (2015). Restraint of students in schools in the USA. International Journal of Law and Education. 20(1), pp. 21 - 31.
Schooling elsewhere: Rurality, inclusion and education
Pini, Barbara, Carrington, Suzanne and Adie, Lenore Ellen. (2015). Schooling elsewhere: Rurality, inclusion and education. International Journal of Inclusive Education. 19(7), pp. 677 - 684. https://doi.org/10.1080/13603116.2014.964489
The use of multimodal technologies to enhance reflective writing in teacher education
Adie, Lenore and Tangen, Donna. (2015). The use of multimodal technologies to enhance reflective writing in teacher education. In In M. E. Ryan (Ed.). Teaching reflective learning in higher education: A systematic approach using pedagogic patterns pp. 127 - 138 Springer. https://doi.org/10.1007/978-3-319-09271-3_9
Protecting children in Australian schools : Teacher use of force and restraint and legal challenges
Cumming, Jacqueline and Mawdsley, Ralph. (2015). Protecting children in Australian schools : Teacher use of force and restraint and legal challenges. International Journal of Law and Education. 20(1), pp. 93 - 116.
International representations of inclusive education : How is inclusive practice reflected in the Professional Teaching Standards of China and Australia?
Carrington, Suzanne, Saggers, Beth, Adie, Lenore, Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng and Mu, Guanglun. (2015). International representations of inclusive education : How is inclusive practice reflected in the Professional Teaching Standards of China and Australia? International Journal of Disability, Development and Education. 62(6), pp. 556 - 570. https://doi.org/10.1080/1034912X.2015.1077933
The School-Community Integrated Learning pathway : Exploring a new way to prepare and induct final-year preservice teachers
Hudson, Suzanne, Hudson, Peter and Adie, Lenore. (2015). The School-Community Integrated Learning pathway : Exploring a new way to prepare and induct final-year preservice teachers. Improving Schools (print). 18(3), pp. 221 - 235. https://doi.org/10.1177/1365480215596223
Diversity, affirmative action and higher education
Cumming, Jacqueline and Mawdsley, Ralph. (2015). Diversity, affirmative action and higher education. In In S. Varnham, P. Kamvounias and J. Squelch (Ed.). pp. 137 - 148 Federation Press, the.
Analysis of moderation practices in a large STEM-focused faculty
Czaplinski, Iwona, Senadji, Bouchra, Adie, Lenore and Beutel, Denise. (2014). Analysis of moderation practices in a large STEM-focused faculty. 2014 International Conference on Teaching, Assessment and Learning (TALE). https://doi.org/10.1109/TALE.2014.7062561
Towards a theoretical framework for online professional discussions
Adie, Lenore. (2014). Towards a theoretical framework for online professional discussions. Journal of Learning Design. 7(3), pp. 54 - 66.
Teachers using annotations to engage students in assessment conversations : Recontextualising knowledge
Willis, Jill and Adie, Lenore. (2014). Teachers using annotations to engage students in assessment conversations : Recontextualising knowledge. Curriculum Journal. 25(4), pp. 495 - 515. https://doi.org/10.1080/09585176.2014.968599
Moderation in higher education: Four discourses
Beutel, Denise A., Adie, Lenore E. and Lloyd, Margaret M.. (2014). Moderation in higher education: Four discourses. Research and Development in Higher Education: Higher Education in a Globalized World. Hong Kong: Hong Kong Baptist University.
Legal issues regarding student mobile phones: Considerations of Australian context and case law from United States public schools
Mawdsley, Ralph and Cumming, Jacqueline. (2014). Legal issues regarding student mobile phones: Considerations of Australian context and case law from United States public schools. International Journal of Law and Education. 19(1), pp. 37 - 54.
Using annotations to inform an understanding of achievement standards
Adie, Lenore and Willis, Jill. (2014). Using annotations to inform an understanding of achievement standards. Assessment Matters. 6, pp. 112-136.
How do preservice teacher education students move from novice to expert assessors?
Grainger, Peter and Adie, Lenore. (2014). How do preservice teacher education students move from novice to expert assessors? Australian Journal of Teacher Education (online version). 39(7), pp. 89 - 105. https://doi.org/10.14221/ajte.2014v39n7.9
Expanding approaches to summative assessment for students with impairment
Cumming, Jacqueline Joy and Maxwell, Graham. (2014). Expanding approaches to summative assessment for students with impairment. In In L. Florian (Ed.). The Sage Handbook of Special Education pp. 573 - 593 Sage Publications Ltd..
The development of shared understandings of assessment policy : Travelling between global and local contexts
Adie, Lenore. (2014). The development of shared understandings of assessment policy : Travelling between global and local contexts. Journal of Education Policy. 29(4), pp. 532 - 545. https://doi.org/10.1080/02680939.2013.853101
Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards
Colbert, Peta and Cumming, Jacqueline Joy. (2014). Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards. In In C. Wyatt-Smith, V. Klenowski and P. Colbert (Ed.). Designing assessment for quality learning pp. 211 - 231 Springer. https://doi.org/10.1007/978-94-007-5902-2_14
Moderation practices in a faculty of education : The four discourse model
Adie, Lenore E.. (2013). Moderation practices in a faculty of education : The four discourse model. Brisbane, Australia: Queensland University of Technology. pp. 1-6
An investigation of moderation practices within a faculty of education
Beutel, Denise, Adie, Lenore and Lloyd, Margaret M.. (2013). An investigation of moderation practices within a faculty of education. ICEASS International Conference on Education and Social Sciences. Singapore: pp. 43 - 49
Negotiating the meaning of achievement standards in the Australian curriculum
Willis, Jill and Adie, Lenore. (2013). Negotiating the meaning of achievement standards in the Australian curriculum. Curriculum Perspectives (Journal Edition). 33(1), pp. 52 - 62.
Enhancing teacher education: the School-Community Integrated Learning (SCIL) pathway
Hudson, Sue, Hudson, Peter and Adie, Lenore. (2013). Enhancing teacher education: the School-Community Integrated Learning (SCIL) pathway. Annual Australian Teacher Educators Association Conference : Knowledge Makers and Notice Takers : Teacher Education Research Impacting Policy and Practice. Brisbane, Australia:
Conceptualising teachers' assessment literacies in an era of curriculum and assessment reform
Willis, Jill, Adie, Lenore and Klenowski, Val. (2013). Conceptualising teachers' assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher (print). 40(2), pp. 241 - 256. https://doi.org/10.1007/s13384-013-0089-9
The development of teacher assessment identity through participation in online moderation
Adie, Lenore. (2013). The development of teacher assessment identity through participation in online moderation. Assessment in Education: Principles, Policy & Practice. 20(1), pp. 91 - 106. https://doi.org/10.1080/0969594X.2011.650150
Identifying discourses of moderation in higher education
Adie, Lenore, Lloyd, Margaret and Beutel, Denise. (2013). Identifying discourses of moderation in higher education. Assessment and Evaluation in Higher Education. 38(8), pp. 968 - 977. https://doi.org/10.1080/02602938.2013.769200
Towards an understanding of teacher judgement in the context of social moderation
Adie, Lenore, Klenowski, V and Wyatt-Smith, Claire Maree. (2012). Towards an understanding of teacher judgement in the context of social moderation. Educational Review. 64(2), pp. 223 - 240. https://doi.org/10.1080/00131911.2011.598919
The Nationalisation of Education in Australia and Annexation of Private Schooling to Public Goals
Cumming, Jacqueline and Mawdsley, Ralph. (2012). The Nationalisation of Education in Australia and Annexation of Private Schooling to Public Goals. International Journal of Law and Education. 17(2), pp. 7 - 31.
Enacting policy, curriculum and teacher conceptualisations of multimodal literacy and english in assessment and accountability
Cumming, Joy, Kimber, Kay and Wyatt-Smith, Claire Maree. (2012). Enacting policy, curriculum and teacher conceptualisations of multimodal literacy and english in assessment and accountability. English in Australia. 47(1), pp. 9 - 18.
The mental health patient in the pre-hospital emergency care setting
Shaban, Ramon, Wyatt-Smith, Claire Maree and Cumming, Joy. (2012). The mental health patient in the pre-hospital emergency care setting. In In R Townsend and M Luck (Ed.). pp. 225 - 249 Elsevier.
Government Regulation of Nonpublic Schools in the United States (US)
Mawdsley, Ralph and Cumming, Jacqueline. (2012). Government Regulation of Nonpublic Schools in the United States (US). International Journal of Law and Education. 17(1), pp. 39 - 45.
Valuing Students with Impairment: International Comparisons of Pratice in Educational Accountability
Cumming, Jacqueline. (2012). Valuing Students with Impairment: International Comparisons of Pratice in Educational Accountability Springer.
Urban pre-service teachers' conceptions of teaching in rural communities
Adie, Lenore and Barton, Georgina. (2012). Urban pre-service teachers' conceptions of teaching in rural communities. Australian Journal of Teacher Education. 37(6), pp. 111 - 123. https://doi.org/10.14221/ajte.2012v37n6.7
Learning as identity and practice through involvement in online moderation
Adie, Lenore. (2012). Learning as identity and practice through involvement in online moderation. Educational Assessment, Evaluation and Accountability (print). 24(1), pp. 43 - 56. https://doi.org/10.1007/s11092-011-9132-4
Managing without public examinations: Successful and sustained curriculum and assessment reform in Queensland
Maxwell, Graham and Cumming, Jacqueline. (2011). Managing without public examinations: Successful and sustained curriculum and assessment reform in Queensland. In In Lyn Yates, Cherry Collins and Kate O-Connor (Ed.). pp. 202 - 222 Melbourne University Press.
Promoting rural and remote teacher education in Australia through the Over The Hill project
Beutel, Denise, Adie, Lenore and Hudson, Suzanne. (2011). Promoting rural and remote teacher education in Australia through the Over The Hill project. The International Journal of Learning. 18(2), pp. 377 - 388.
The use of 'do not resuscitate' orders for students in US and Australian schools: Legal and policy considerations
Cumming, Joy. (2011). The use of 'do not resuscitate' orders for students in US and Australian schools: Legal and policy considerations. ANZELA: Sustainable Education, Schools, Families and Communities- Education Law and Policy Perspect. Australia: Australian and New Zealand Education Law Association.
Historic Australian conceptualisations of English, literacy and multimodality in policy and curriculum and conflicts with educational accountability
Cumming, Joy, Kimber, Kay and Wyatt-Smith, Claire Maree. (2011). Historic Australian conceptualisations of English, literacy and multimodality in policy and curriculum and conflicts with educational accountability. English in Australia. 46(3), pp. 42 - 53.
An investigation into online moderation
Adie, Lenore. (2011). An investigation into online moderation. Assessment Matters. 3, pp. 5 - 27.
Incorporating authentic assessment into different university learning scenarios
Adie, Lenore, Wharton, Lee and Hee, Lisa. (2010). Incorporating authentic assessment into different university learning scenarios. Tunku Abdul Rahman College International Conference on Learning and Teaching. Malaysia: Tunku Abdul Rahman College. pp. 82 - 90
Assessment
Wyatt-Smith, Claire Maree, Cumming, Joy, Elkins, John and Colbert, Peta Jane. (2010). Assessment. In In D Pendergast and N Nahr (Ed.). Teaching middle years: Rethinking curriculum, pedagogy and assessment pp. 319 - 344 Allen & Unwin.
Developing consistency in teacher judgement formation through online meeting centres
Adie, Lenore. (2010). Developing consistency in teacher judgement formation through online meeting centres. Journal of Learning Design. 3(2), pp. 14 - 26. https://doi.org/10.5204/jld.v3i2.47
Moderation as judgement practice : Reconciling system level accountability and local level practice
Klenowski, Val and Adie, Lenore. (2009). Moderation as judgement practice : Reconciling system level accountability and local level practice. Curriculum Perspectives (Journal Edition). 29(1), pp. 10 - 28.
Establishment Clauses, Legislation and Private School Funding in the United States and Australia: Recent Trends
Cumming, Jacqueline Joy and Mawdsley, Ralph D.. (2009). Establishment Clauses, Legislation and Private School Funding in the United States and Australia: Recent Trends. International Journal of Law and Education.
Framing assessment today for the future: Issues and challenges
Cumming, Joy and Wyatt-Smith, Claire Maree. (2009). Framing assessment today for the future: Issues and challenges. In In C. H. Ng and P. Renshaw (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 1 - 16 Springer.
Changing assessment practices : the case for online moderation
Adie, Lenore. (2009). Changing assessment practices : the case for online moderation. Australian Association for Reseach in EducatIon. Australia: Australian Association for Reseach in Education (AARE). pp. 1 - 14
Assessment challenges, the law and the future
Cumming, Jacqueline. (2009). Assessment challenges, the law and the future. In In C. Wyatt-Smith and J. Cumming (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 157 - 179 Springer.
Educational Assessment in the 21st Century: Connecting Theory and Practice
Wyatt-Smith, Claire and Cumming, Joy. (2009). Educational Assessment in the 21st Century: Connecting Theory and Practice Springer.
Educational malpractice and setting damages for ineffective teaching: A comparison of legal principles in the USA, England and Australia
Mawdsley, Ralph D. and Cumming, Joy. (2008). Educational malpractice and setting damages for ineffective teaching: A comparison of legal principles in the USA, England and Australia. Education and the Law. 20(1), pp. 25 - 46. https://doi.org/10.1080/09539960802114344
The origins and development of education law as a seperate field of law in the United States and Australia
Mawdsley, Ralph D. and Cumming, Jacqueline Joy. (2008). The origins and development of education law as a seperate field of law in the United States and Australia. Australia & New Zealand Journal of Law & Education.
Legal and educational perspectives of equity in assessment
Cumming, Joy. (2008). Legal and educational perspectives of equity in assessment. Assessment in Education. 15(2), pp. 123 - 135. https://doi.org/10.1080/09695940802164168
Reliability of student informants and strip searches
Mawdsley, Ralph D. and Cumming, Joy. (2008). Reliability of student informants and strip searches. West's Education Law Reporter. 231(1), pp. 1 - 5.
Editorial
Cumming, Joy. (2008). Editorial. International Journal of Law and Education. 13(1), pp. 3 - 6.
Building a nation: Religion and values in the public schools of the USA, Australia and South Africa
Mawdsley, Ralph D., Cumming, Joy and de Waal, Elda. (2008). Building a nation: Religion and values in the public schools of the USA, Australia and South Africa. Education and the Law. 20(2), pp. 83 - 106. https://doi.org/10.1080/09539960802271391
The hegemonic positioning of 'Smart State' policy
Adie, Lenore. (2008). The hegemonic positioning of 'Smart State' policy. Journal of Education Policy. 23(3), pp. 251 - 264. https://doi.org/10.1080/02680930801923831
Moderation as judgement practice: Reconciling system level accountability and local level practice
Klenowski, Valentina, Adie, Lenore, Gunn, Stephanie, Looney, Anne, Elwood, Jannette, Wyatt-Smith, Claire Maree and Colbert, Peta Jane. (2007). Moderation as judgement practice: Reconciling system level accountability and local level practice. In P L Jeffery (Ed.). AARE 2007 International Educational Research Conference Papers. Australia: Australian Association for Research in Education. pp. 1 - 29
Teacher judgment: Building an evidentiary base for quality literacy and numeracy education
Wyatt-Smith, Claire, Cumming, Joy, Elkins, John and Neville, Mary. (2006). Teacher judgment: Building an evidentiary base for quality literacy and numeracy education Griffith University.
Literacy teaching and learning in Victorian schools
Czislowski-McKenna, Ann T., Cumming, Joy, Wyatt-Smith, Claire Maree and Elkins, John. (2006). Literacy teaching and learning in Victorian schools Australia: Victoria Dept. of Education and Training.
Redesigning assessment
Wyatt-Smith, Claire, Cumming, Joy and Elkins, John. (2005). Redesigning assessment. In Teaching middle years: Rethinking curriculum, pedagogy and assessment pp. 271 - 299 Allen & Unwin.
Uncertainty, error and risk in human clinical judgment: Introductory theoretical frameworks in paramedic practice
Shaban, Ramon Z., Wyatt-Smith, Claire and Cumming, Joy. (2004). Uncertainty, error and risk in human clinical judgment: Introductory theoretical frameworks in paramedic practice. Australasian Journal of Paramedicine. 2(1), pp. 1 - 12. https://doi.org/10.33151/ajp.2.1.263
Key assessment issues for the future
Cumming, Joy and Wyatt-Smith, Claire. (2004). Key assessment issues for the future. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 219 - 229
Curriculum Literacies: expanding domains of assessment
Wyatt-Smith, Claire and Cumming, Joy. (2003). Curriculum Literacies: expanding domains of assessment. Assessment in Education. 10(1), pp. 47 - 59. https://doi.org/10.1080/0969594032000085749
Literacy and the Curriculum: Success in Senior Secondary Schooling
Cumming, Joy and Wyatt-Smith, Claire. (2001). Literacy and the Curriculum: Success in Senior Secondary Schooling Australian Council for Educational Research.
A multi-theoretical and multi-disciplinary approach to literacy education and curriculum research
Cumming, Joy and Wyatt-Smith, Claire. (2001). A multi-theoretical and multi-disciplinary approach to literacy education and curriculum research. In Literacy and the Curriculum: Success in Senior Secondary Schooling pp. 2 - 10 Australian Council for Educational Research.
Examining the Literacy-Curriculum Relationship
Wyatt-Smith, Claire and Cumming, Joy. (2000). Examining the Literacy-Curriculum Relationship. Linguistics and Education. 11(4), pp. 295 - 312. https://doi.org/10.1016/S0898-5898(00)00028-0
The literacy demands of assessment practices in post-compulsory schooling
Wyatt-Smith, Claire and Cumming, Joy. (2000). The literacy demands of assessment practices in post-compulsory schooling. Literacy Learning: The Middle Years. 8(1), pp. 21 - 32.
Examining the Literacy Demands of the Enacted Curriculum
Wyatt-Smith, Claire and Cumming, Joy. (1999). Examining the Literacy Demands of the Enacted Curriculum. Literacy Learning: The Middle Years. 7(2), pp. 19 - 31.
Capturing students' experiences of the enacted curriculum: The concept of curriculum literacies
Wyatt-Smith, Claire, Cumming, Joy, Ryan, Jill and Doig, Shani. (1999). Capturing students' experiences of the enacted curriculum: The concept of curriculum literacies. Literacy Learning: The Middle Years. 7(1), pp. 29 - 35.
The Literacy-Curriculum Interface: Literacy Demands of the Curriculum in Post-Compulsory Schooling
Cumming, Joy, Wyatt-Smith, Claire, Ryan, Jill and Doig, Shani. (1999). The Literacy-Curriculum Interface: Literacy Demands of the Curriculum in Post-Compulsory Schooling. Issues in Educational Research. 15(1), pp. 133 - 139.
Evolution of Language Education within Official Accounts of Queensland Curriculum
Doig, Shani, Wyatt-Smith, Claire, Cumming, Joy and Ryan, Jill. (1998). Evolution of Language Education within Official Accounts of Queensland Curriculum. Issues in Educational Research. 14(1), pp. 4 - 44.
Beyond reading and writing
Wyatt-Smith, Claire and Cumming, Joy. (1998). Beyond reading and writing. EQ Australia. 2(Winter), pp. 42-44.