Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice

Journal article

Wyatt-Smith, Claire Maree and Klenowski, Val. (2013). Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice. Assessment in Education: Principles, Policy & Practice. 20(1), pp. 35 - 52. https://doi.org/10.1080/0969594X.2012.725030
AuthorsWyatt-Smith, Claire Maree and Klenowski, Val
Abstract

This paper engages with debates about whether comprehensive prior specification of criteria and standards is sufficient for informed professional judgement. A preoccupation has emerged with the specificity and explication of criteria intended to regulate judgement. This has resulted in criteria compliance in the use of defined standards to validate judgements and improve reliability and consistency. Compliance has become a priority, the consequence being the prominence of explicit criteria, to the lack of acknowledgement of the operation of latent and meta-criteria within judgement practice. This paper examines judgement as a process involving three categories of assessment criteria in the context of standards-referenced systems: explicit, latent and meta-criteria. These are understood to be wholly interrelated and interdependent. A conceptualisation of judgement involving the interplay of the three criteria types is presented with an exploration of how they function to focus or alter assessments of quality in judgements of achievement in English and Mathematics.

Keywordsprofessional judgement; criteria and standards; disciplinarity
Year2013
JournalAssessment in Education: Principles, Policy & Practice
Journal citation20 (1), pp. 35 - 52
PublisherRoutledge
ISSN0969-594X
Digital Object Identifier (DOI)https://doi.org/10.1080/0969594X.2012.725030
Scopus EID2-s2.0-84873415820
Page range35 - 52
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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Wyatt-Smith, Claire and Castleton, Geraldine. (2005). Examining how teachers judge student writing: An Australian case study. Journal of Curriculum Studies. 37(2), pp. 131 - 154. https://doi.org/10.1080/0022027032000242887
The assessment of literacy: Working the zone between 'system' and 'site' validity
Freebody, Peter and Wyatt-Smith, Claire. (2004). The assessment of literacy: Working the zone between 'system' and 'site' validity. Journal of Educational Enquiry. 5(2), pp. 30 - 49.
Weaving accounts of literacy through the official curriculum: Stitching policy to practice
Fletcher, Margaret, Wyatt-Smith, Claire, Bartlett, Brendan and Kearney, Judith. (2004). Weaving accounts of literacy through the official curriculum: Stitching policy to practice. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 81 - 93
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
Factors affecting writing achievement: mapping teacher beliefs
Wyatt-Smith, Claire and Castleton, Geraldine. (2004). Factors affecting writing achievement: mapping teacher beliefs. English in Education. 38(1), pp. 39 - 63. https://doi.org/10.1111/j.1754-8845.2004.tb00772.x
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
The nature of teachers' qualitative judgements: A matter of context and salience Part One: 'in-context' judgements
Wyatt-Smith, Claire, Castleton, Geraldine, Freebody, Peter and Cooksey, Ray W.. (2003). The nature of teachers' qualitative judgements: A matter of context and salience Part One: 'in-context' judgements. Australian Journal of Language and Literacy. 26(2), pp. 11 - 32.
How Students in the Secondary Years Engage With the Literacy Demands of Curricular Online Environments
Wyatt-Smith, Claire and Ryan, Jill. (2003). How Students in the Secondary Years Engage With the Literacy Demands of Curricular Online Environments. Annual International Conference on Cognition, Language and Special Education Research. Nathan,Queensland Australia: Griffith University. pp. 197 - 209
Comparative achievement of HEFA and FPOS undergraduate students: An Australian case study
Wyatt-Smith, Claire, Jolly, Paul David and Pascoe, Joanne. (2003). Comparative achievement of HEFA and FPOS undergraduate students: An Australian case study. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 185 - 196
Reporting literacy outcomes in middle schooling: exploring what parents say about testing and improvement
Wyatt-Smith, Claire and Pascoe, Joanne. (2003). Reporting literacy outcomes in middle schooling: exploring what parents say about testing and improvement. Australian Journal of Middle Schooling. 3(1), pp. 15 - 23.
The nature of teacher's qualitative judgements: A matter of context and salience. Part two: 'Out-of-context' judgements
Castleton, Geraldine, Wyatt-Smith, Claire, Cooksey, Ray W. and Freebody, Peter. (2003). The nature of teacher's qualitative judgements: A matter of context and salience. Part two: 'Out-of-context' judgements. Australian Journal of Language and Literacy. 26(2), pp. 33 - 42.
What counts as quality literacy assessment in middle schooling?
Wyatt-Smith, Claire and Campbell, Robert. (2002). What counts as quality literacy assessment in middle schooling? Curriculum Perspectives. 22, pp. 1 - 12.
The Past And Future Of Literacy Training For Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy?
Sim, Cheryl, Wyatt-Smith, Claire and Dempster, Neil. (2002). The Past And Future Of Literacy Training For Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy? The Annual Conference of the Australian Association for Research in Education. Australia: Australian College of Educators. pp. 1 - 16
The Past and Future of Literacy Training for Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy?
Sim, Cheryl, Wyatt-Smith, Claire and Dempster, Neil. (2002). The Past and Future of Literacy Training for Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy? Teacher Education ATEA Forum 2002. Australia: Toowoomba Education Centre. pp. 1 - 10
Moving beyond 'English and literacy' to 'English literacies': Bringing together the study of texts and social practices
Wyatt-Smith, Claire. (2002). Moving beyond 'English and literacy' to 'English literacies': Bringing together the study of texts and social practices. English in Australia. 134, pp. 57 - 66.
How well prepared are Australian teachers to meet the challenge of raising standards of English literacy?
Sim, Cheryl, Wyatt-Smith, Claire and Dempster, Neil. (2002). How well prepared are Australian teachers to meet the challenge of raising standards of English literacy? Unicorn Online Refereed Articles. 22, pp. 1 - 14.
An Australian Proposal for doing Critical Literacy Assessment: The Case of Writing
Wyatt-Smith, Claire and Murphy, Judy. (2002). An Australian Proposal for doing Critical Literacy Assessment: The Case of Writing. English in Education. 36(3), pp. 4 - 19. https://doi.org/10.1111/j.1754-8845.2002.tb00763.x
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 how evaluative talk functions in instructional sequences
Wyatt-Smith, Claire. (2001). Examining how evaluative talk functions in instructional sequences. In In Cumming, J. and Wyatt-Smith, C. (Ed.). Literacy and the Curriculum: Success in Senior Secondary Schooling pp. 117 - 130 Australian Council for Educational Research.
What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy
Wyatt-Smith, Claire and Murphy, Judy. (2001). What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy. English in Education. 35(1), pp. 12 - 31. https://doi.org/10.1111/j.1754-8845.2001.tb00731.x
The English Literacy Interface in Senior school: debates in Queensland
Wyatt-Smith, Claire. (2000). The English Literacy Interface in Senior school: debates in Queensland. English in Australia. 127, pp. 71 - 79.
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.
Exploring the relationship between large-scale literacy testing programs and classroom-based assessment: A focus on teachers accounts
Wyatt-Smith, Claire. (2000). Exploring the relationship between large-scale literacy testing programs and classroom-based assessment: A focus on teachers accounts. Australian Journal of Language and Literacy. 23(2), pp. 109 - 127.
Im/proper accountability: Towards a theory of critical literacy and assessment
Morgan, Wendy and Wyatt-Smith, Claire. (2000). Im/proper accountability: Towards a theory of critical literacy and assessment. Assessment in Education. 7(1), pp. 123 - 142. https://doi.org/10.1080/713613326
Teacher indexes in year 5 writing performance
Wyatt-Smith, Claire and Pascoe, Joanne. (2000). Teacher indexes in year 5 writing performance. Literacy Learning: The Middle Years. 8(2), pp. 23 - 33.
The framing of Teacher Response to Student writing
Wyatt-Smith, Claire. (1999). The framing of Teacher Response to Student writing. In In B. Doecke (Ed.). Responding to students' writing: Continuing Conversations pp. 271 - 285 Australian Association for the Teaching of English.
Reading for Assessment: How teachers ascribe meaning and value to student writing
Wyatt-Smith, Claire. (1999). Reading for Assessment: How teachers ascribe meaning and value to student writing. Assessment in Education. 6(2), pp. 195 - 223. https://doi.org/10.1080/09695949992874
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.
Cultural Compromise? The fate of the eighth Mayer Key Competency
Wyatt-Smith, Claire and Dooley, Karen Teresa. (1999). Cultural Compromise? The fate of the eighth Mayer Key Competency. Discourse : Studies in the Cultural Politics of Education. 20(1), pp. 125 - 139. https://doi.org/10.1080/0159630990200108
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.
Standardised Testing: In Whose Interests?
Wyatt-Smith, Claire. (1998). Standardised Testing: In Whose Interests? English in Australia. 122, pp. 89-93.
Using the internet to enhance literacy curriculum
Johnson, Greer, Wyatt-Smith, Claire and Garton, James. (1998). Using the internet to enhance literacy curriculum. Literacy Learning: The Middle Years. 6(2), p. 10.
Interrogating the benchmarks
Wyatt-Smith, Claire. (1998). Interrogating the benchmarks. English in Australia. 123, pp. 20-28.
Teachers' Roles in Large Scale Literacy Assessment
Wyatt-Smith, Claire and Ludwig, Christine. (1998). Teachers' Roles in Large Scale Literacy Assessment. Curriculum Perspectives. 18(3), pp. 1 - 14.
Beyond reading and writing
Wyatt-Smith, Claire and Cumming, Joy. (1998). Beyond reading and writing. EQ Australia. 2(Winter), pp. 42-44.
Shaping Australian policy on cultural understandings: Alternative approaches to inclusive education
Wyatt-Smith, Claire and Dooley, Karen Teresa. (1997). Shaping Australian policy on cultural understandings: Alternative approaches to inclusive education. International Journal of Inclusive Education. 1(3), pp. 267 - 282. https://doi.org/10.1080/1360311970010304
Cultural Understandings as the Eighth Key Competency: Policy and Practice
Wyatt-Smith, Claire, Dooley, Karen Teresa, Geoghegan, C, Price, J and Johnson, Greer. (1997). Cultural Understandings as the Eighth Key Competency: Policy and Practice Queensland University of Technology.
Rethinking the Achievement of the Student Writer
Wyatt-Smith, Claire. (1997). Rethinking the Achievement of the Student Writer. Australian Journal of Language and Literacy. 20, pp. 183 - 196.
An Intergenerational Approach to Teaching Technology-Based Literacy
Wyatt-Smith, Claire, Johnson, Greer and Garton, James. (1997). An Intergenerational Approach to Teaching Technology-Based Literacy. Literacy Learning: The Middle Years. 5(2), pp. 53 - 60.
Teaching and Assessing Writing: an Australian Perspective
Wyatt-Smith, Claire. (1997). Teaching and Assessing Writing: an Australian Perspective. English in Education. 31(3), pp. 8 - 22. https://doi.org/10.1111/j.1754-8845.1997.tb00129.x
Academic and Non-academic Difficulties: Perceptions of Graduate Non-English Speaking Background Students
Burke, Ed and Wyatt-Smith, Claire. (1996). Academic and Non-academic Difficulties: Perceptions of Graduate Non-English Speaking Background Students. TESL-EJ: The Electronic Journal for English as a Second Language. 2(1), pp. 1 - 19.
Rethinking Literacies in University Education: Perceptions of Australian Non-English Speaking Background Students
Wyatt-Smith, Claire and Burke, Ed. (1996). Rethinking Literacies in University Education: Perceptions of Australian Non-English Speaking Background Students. English in Australia. 115, pp. 43 - 51.
Teachers Reading Practices: the Interplay of Pre-specified Assessment Criteria and other Factors
Wyatt-Smith, Claire. (1996). Teachers Reading Practices: the Interplay of Pre-specified Assessment Criteria and other Factors. Literacy Learning: The Middle Years. 4(2), pp. 37 - 44.
Prologue: English in Australia: Context
Wyatt-Smith, Claire and Meiers, M. (1996). Prologue: English in Australia: Context. English in Australia. 117, pp. 2 - 4.
Epilogue: English in Australia: Commentary
Meiers, Marion and Wyatt-Smith, Claire. (1996). Epilogue: English in Australia: Commentary. English in Australia. 117, pp. 85 - 86.
Implementing the National English Statement and Profile in Qld
Wyatt-Smith, Claire and Ludwig, Christine. (1996). Implementing the National English Statement and Profile in Qld. English in Australia. 117, pp. 32 - 43.
Non-English speaking background (NESB) workers literacies: A workplace health and safety issue
Wyatt-Smith, Claire Maree and Castleton, Geraldine. (1995). Non-English speaking background (NESB) workers literacies: A workplace health and safety issue. Open Letter - Australian journal for adult literacy research and practice.
Voices on Voice: Perspectives, Definitions, Inquiry (Book Review)
Wyatt-Smith, Claire. (1995). Voices on Voice: Perspectives, Definitions, Inquiry (Book Review). English in Australia. (112), pp. 71 - 71.
Managing the Workplace Health and Safety Training of non-English Speaking Workers
Wyatt-Smith, Claire and Castleton, Geraldine. (1995). Managing the Workplace Health and Safety Training of non-English Speaking Workers. An International Conference on Managing Innovation in Vocational Training. South Australia,Australia: National Centre for Vocational Education Research. pp. 1 - 19
Writing Pedagogy and Competing Conceptualisations of Student Achievement
Wyatt-Smith, Claire. (1995). Writing Pedagogy and Competing Conceptualisations of Student Achievement Centre for Literacy Education and Research.