Professionalizing teacher education : Performance Assessment, Standards, Moderation, and Evidence

Book

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
AuthorsWyatt-Smith, Claire Maree, Adie, Lenore Ellen, Haynes, Michele and Day, Chantelle
Abstract

This book provides a significant contribution to conversations about teacher quality and graduate readiness for teaching. It presents empirical insights into how a multidisciplinary team of researchers, teacher educators, and policy personnel mobilized for collective change in a standards-driven reform initiative. The insights are research-informed and critically relevant for anyone interested in teacher preparation and credentialing. It gives an account of a bold move to install a collaborative culture of evidence-informed inquiry to professionalize teacher education.　

The centerpiece of the book is the use of standards and evidence to show the quality of graduates entering the teaching workforce. The book presents, for the first time, a model of online cross-institutional moderation as benchmarking to generate large-scale evidence of the quality of teacher education. The book also introduces a new conceptualization of a feedback loop using summative data for accountability and formative data to inform curriculum review and program renewal.

This book offers the insider story of the conceptualization, design, and implementation of the Graduate Teacher Performance Assessment (GTPA). It involves going to scale with a large group of Australian universities, government agencies, and schools, and using participatory approaches to advance new thinking about evidence-informed inquiry, cross-institutional moderation, and innovative digital infrastructure.

The discussion of competence assessment, standards, and change processes presented in the book has relevance beyond teacher education to other professions.

KeywordsDevelopment Studies; Environment; Social Work; Urban Studies; Education
ISBN9780429318504
Digital Object Identifier (DOI)https://doi.org/10.4324/9780429318504
Web address (URL)https://www.taylorfrancis.com/books/edit/10.4324/9780429318504/professionalizing-teacher-education-claire-wyatt-smith-lenore-adie-michele-haynes-chantelle-day
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1-276
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Output statusPublished
Publication dates
Online30 Jun 2022
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Deposited30 Jan 2024
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© 2022 Claire Wyatt-Smith, Lenore Adie, Michele Haynes and Chantelle Day.

Year01 Jan 2022
PublisherRoutledge
Place of publicationUnited States
Edition1
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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
Weighting strategies for combining data from dual-frame telephone surveys: emerging evidence from Australia
Baffour, Bernard, Haynes, Michele, Western, Mark, Pennay, D. W., Misson, Sebastian and Martinez, Arturo. (2016). Weighting strategies for combining data from dual-frame telephone surveys: emerging evidence from Australia. Journal of Official Statistics. 32(3), pp. 549 - 578. https://doi.org/10.1515/JOS-2016-0029
Profiling the mobile-only population in Australia: insights from the Australian national health survey
Baffour, Bernard, Haynes, Michele, Dinsdale, Shane, Western, Mark and Pennay, D. W.. (2016). Profiling the mobile-only population in Australia: insights from the Australian national health survey. Australian and New Zealand Journal of Public Health. 40(5), pp. 443 - 447. https://doi.org/10.1111/1753-6405.12549
Young adult carers: A literature review informing the re-conceptualisation of young adult caregiving in Australia
Day, Chantelle. (2015). Young adult carers: A literature review informing the re-conceptualisation of young adult caregiving in Australia. Journal of Youth Studies. 18(7), pp. 855 - 866. https://doi.org/10.1080/13676261.2014.1001826
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
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
International trends in the implementation of assessment for learning : Implications for policy and practice
Birenbaum, Menucha, DeLuca, Christopher, Earl, Lorna, Heritage, Margaret, Klenowski, Val, Looney, Anne, Smith, Kari, Timperley, Helen, Volante, Louis and Wyatt-Smith, Claire Maree. (2015). International trends in the implementation of assessment for learning : Implications for policy and practice. Policy Futures in Education. 13(1), pp. 117 - 140. https://doi.org/10.1177/1478210314566733
How income segmentation affects income mobility: Evidence from panel data in the Philippines
Martinez, Arturo, Western, Mark, Haynes, Michele and Tomaszewski, Wojtek. (2015). How income segmentation affects income mobility: Evidence from panel data in the Philippines. Asia and the Pacific Policy Studies. 2(3), pp. 590 - 608. https://doi.org/10.1002/app5.96
Time on housework and selection into and out of relationships in Australia: A multiprocess, multilevel approach
Haynes, Michele, Baxter, Janeen, Hewitt, Belinda and Western, Mark. (2015). Time on housework and selection into and out of relationships in Australia: A multiprocess, multilevel approach. Longitudinal and Life Course Studies. 6(3), pp. 245 - 263. https://doi.org/10.14301/llcs.v6i3.303
Life satisfaction and retirement in Australia: A longitudinal approach
Heybroek, Lachlan, Haynes, Michele and Baxter, Janeen. (2015). Life satisfaction and retirement in Australia: A longitudinal approach. Work, Aging and Retirement. 1(2), pp. 166 - 180. https://doi.org/10.1093/workar/wav006
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.
Multiple job holding and income mobility in Indonesia
Martinez, Arturo, Western, Mark, Haynes, Michele, Tomaszewski, Wojtek and Macarayan, Erlyn. (2014). Multiple job holding and income mobility in Indonesia. Research in Social Stratification and Mobility: a research annual. 37, pp. 91 - 104. https://doi.org/10.1016/j.rssm.2013.09.008
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
Effect of health insurance on the utilisation of allied health services by people with chronic disease: A systematic review and meta-analysis
Skinner, Elizabeth H., Foster, Michele, Mitchell, Geoffrey, Haynes, Michele, O'Flaherty, Martin and Haines, Terry. (2014). Effect of health insurance on the utilisation of allied health services by people with chronic disease: A systematic review and meta-analysis. Australian Journal of Primary Health. 20(1), pp. 9 - 19. https://doi.org/10.1071/PY13092
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.
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.
Assessment for education : standards, judgement and moderation
Klenowski, Valentina and Wyatt-Smith, Claire Maree. (2014). Assessment for education : standards, judgement and moderation Sage Publications Ltd..
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
Designing next-generation assessment : priorities and enablers
Kimber, Kim and Wyatt-Smith, Claire Maree. (2014). Designing next-generation assessment : priorities and enablers. In In C Wyatt-Smith, V Klenowski and P Colbert (Ed.). Designing Assessment for Quality Learning. The Enabling Power of Assessment pp. 357 - 371 Springer. https://doi.org/10.1007/978-94-007-5902-2
Holistic housing pathways for Australian families through the childbearing years
Spallek, Melanie, Haynes, Michele and Jones, Andrew. (2014). Holistic housing pathways for Australian families through the childbearing years. Longitudinal and Life Course Studies. 5(2), pp. 205 - 226. https://doi.org/10.14301/llcs.v5i2.276
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
Elements of better assessment for the improvement of learning : a focus on quality, professional judgment and social moderation
Wyatt-Smith, Claire Maree and Klenowski, Valentina. (2014). Elements of better assessment for the improvement of learning : a focus on quality, professional judgment and social moderation. In In C Wyatt-Smith, V Klenowski and P Colbert (Ed.). Assessment for Learning Improvement and Accountability pp. 195 - 210 Springer. https://doi.org/10.1007/978-94-007-5902-2
Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities
Gillies, Robyn, Nichols, Kim, Burgh, Gilbert and Haynes, Michele. (2014). Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities. International Journal of Educational Research. 63, pp. 127 - 140. https://doi.org/10.1016/j.ijer.2013.01.001
Is there income mobility in the Philippines?
Martinez, Arturo, Western, Mark, Haynes, Michele and Tomaszewski, Wojtek. (2014). Is there income mobility in the Philippines? Asian-Pacific Economic Literature. 28(1), pp. 96 - 115. https://doi.org/10.1111/apel.12047
Assessment understood as enabling: A time to rebalance improvement and accountability goals
Wyatt-Smith, Claire Maree, Klenowski, Valentina and Colbert, Peta Jane. (2014). Assessment understood as enabling: A time to rebalance improvement and accountability goals. In In C Wyatt-Smith, V Klenowski and P Colbert (Ed.). Designing Assessment for Quality Learning. The Enabling Power of Assessment pp. 1 - 20 Springer. https://doi.org/10.1007/978-94-007-5902-2
Effect of a group intervention to promote older adults' adjustment to driving cessation on community mobility: a randomized controlled trial
Liddle, Jacki, Haynes, Michele, Pachana, Nancy A., Mitchell, Geoffrey, McKenna, Kryss and Gustafsson, Louise. (2013). Effect of a group intervention to promote older adults' adjustment to driving cessation on community mobility: a randomized controlled trial. Gerontologist. 54(3), pp. 409 - 422. https://doi.org/10.1093/geront/gnt019
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:
Change and stability in ethnic diversity across urban communities: explicating the influence of social cohesion on perceptions of disorder
Zahnow, Renee, Wickes, Rebecca, Haynes, Michele and Mazerolle, Lorraine. (2013). Change and stability in ethnic diversity across urban communities: explicating the influence of social cohesion on perceptions of disorder. Australian and New Zealand Journal of Criminology. 46(3), pp. 335 - 356. https://doi.org/10.1177/0004865813486903
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 enabling power of assessment for Learning Improvement and Accountability
Wyatt-Smith, Claire, Wyatt-Smith, Claire, Klenowski, Val, Colbert, Peta and Colbert, Peta. (2013). The enabling power of assessment for Learning Improvement and Accountability Springer.
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
Reframing literacy for a screen-based age: A case for digital mindsets
Wyatt-Smith, Claire Maree and Kimber, Kay. (2013). Reframing literacy for a screen-based age: A case for digital mindsets. In In C. A. Stone, E. R. Silliman and B. J. Ehren & G. P. Wallach (Ed.). Handbook of language and literacy pp. 127 - 144 Guilford Publications.
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
Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice
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
Relationship dissolution and time on housework
Hewitt, Belinda, Haynes, Michele and Baxter, Janeen. (2013). Relationship dissolution and time on housework. Journal of Comparative Family Studies. 44(3), pp. 327 - 340.
Goal setting and self-efficacy among delinquent, at-risk and not at-risk adolescents
Carroll, Annemaree, Gordon, Kellie, Haynes, Michele and Houghton, Steve. (2013). Goal setting and self-efficacy among delinquent, at-risk and not at-risk adolescents. Journal of Youth and Adolescence. 42(3), pp. 431 - 443. https://doi.org/10.1007/s10964-012-9799-y
Health for all? Patterns and predictors of allied health service use in Australia
Foster, Michele, O'Flaherty, Martin, Haynes, Michele, Mitchell, Geoffrey and Haines, Terry. (2013). Health for all? Patterns and predictors of allied health service use in Australia. Australian Health Review. 37(3), pp. 389 - 396. https://doi.org/10.1071/AH12040
The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science
Gillies, Robyn, Nichols, Kim, Burgh, Gilbert and Haynes, Michele. (2012). The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research. 53, pp. 93 - 106. https://doi.org/10.1016/j.ijer.2012.02.003
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
Engaged and disengaged Year 5 readers in low SES Australian schools :differences in personal cognitions, perceived classroom and family reading practices
Ng, Clarence, Bartlett, Brendan John, Wyatt-Smith, Claire Maree and Wyvill, Janet. (2012). Engaged and disengaged Year 5 readers in low SES Australian schools :differences in personal cognitions, perceived classroom and family reading practices. Canada International Education Conference. Canada: 2012 Canada International Conference on Education (CICE). pp. 36 - 41
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.
Individual and environmental characteristics associated with cognitive development in down syndrome: a longitudinal study
Couzens, Donna, Haynes, Michele and Cuskelly, Monica. (2012). Individual and environmental characteristics associated with cognitive development in down syndrome: a longitudinal study. Journal of Applied Research in Intellectual Disabilities. 25(5), pp. 396 - 413. https://doi.org/10.1111/j.1468-3148.2011.00673.x
Mid-aged adults' sitting time in three contexts
Burton, Nicola W., Haynes, Michele, van Uffelen, Jannique G. Z., Brown, Wendy J. and Turrell, Gavin. (2012). Mid-aged adults' sitting time in three contexts. American Journal of Preventive Medicine. 42(4), pp. 363 - 373. https://doi.org/10.1016/j.amepre.2011.11.012
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.
The impact of high stakes testing: the Australian story
Klenowski, V and Wyatt-Smith, Claire Maree. (2012). The impact of high stakes testing: the Australian story. Assessment in Education: Principles, Policy & Practice. 19(1), pp. 65 - 79. https://doi.org/10.1080/0969594X.2011.592972
Time use differences in activity participation among children 4-5 years old with and without the risk of developing conduct problems
Yu, Mong L., Ziviani, Jenny, Baxter, Janeen and Haynes, Michele. (2012). Time use differences in activity participation among children 4-5 years old with and without the risk of developing conduct problems. Research in Developmental Disabilities. 33(2), pp. 490 - 498. https://doi.org/10.1016/j.ridd.2011.10.013
A systems-level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement
Colbert, Peta Jane, Wyatt-Smith, Claire Maree and Klenowski, Val. (2012). A systems-level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement. Policy Futures in Education. https://doi.org/10.2304/pfie.2012.10.4.386
Moderation and consistency of teacher judgement: Teachers' views
Connolly, S, Klenowski, V and Wyatt-Smith, Claire Maree. (2012). Moderation and consistency of teacher judgement: Teachers' views. British Educational Research Journal. https://doi.org/10.1080/01411926.2011.569006
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
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.
Evaluation of the Literacy - Key to Learning: Framework for Action 2006-2009
Johnson, Greer, Wyatt-Smith, Claire, Colbert, Peta and Klieve, Helen Margaret. (2011). Evaluation of the Literacy - Key to Learning: Framework for Action 2006-2009 Griffith University.
Theoretical Frameworks and Ways of Seeing: Operating at the Intersection - Literacy, Numeracy and Learning Difficulties
Wyatt-Smith, Claire Maree and Elkins, John. (2011). Theoretical Frameworks and Ways of Seeing: Operating at the Intersection - Literacy, Numeracy and Learning Difficulties. In In C Wyatt-Smith, J Elkins and S Gunn (Ed.). pp. 1 - 15 Springer.
Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work
Gillies, Robyn and Haynes, Michele. (2011). Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work. Instructional Science. 39(3), pp. 349 - 366. https://doi.org/10.1007/s11251-010-9130-9
Cognitive development and down syndrome: Age-related change on the Stanford-Binet test (fourth edition)
Couzens, Donna, Cuskelly, Monica and Haynes, Michele. (2011). Cognitive development and down syndrome: Age-related change on the Stanford-Binet test (fourth edition). American Journal on Intellectual and Developmental Disabilities. 116(3), pp. 181 - 204. https://doi.org/10.1352/1944-7558-116.3.181
Evaluation of the Literacy Leadership and Sustainable Whole-School Approaches Pilot
Wyatt-Smith, Claire, Johnson, Greer and Colbert, Peta. (2011). Evaluation of the Literacy Leadership and Sustainable Whole-School Approaches Pilot Griffith University.
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.
Learning Difficulties, Literacy and Numeracy: Conversations Across the Fields
Gunn, Stephanie and Wyatt-Smith, Claire Maree. (2011). Learning Difficulties, Literacy and Numeracy: Conversations Across the Fields. In In C Wyatt-Smith, J Elkins and S Gunn (Ed.). pp. 17 - 48 Springer.
An investigation into online moderation
Adie, Lenore. (2011). An investigation into online moderation. Assessment Matters. 3, pp. 5 - 27.
Breaking Down the Silos: The Search for the Evidentiary Base
Elkins, John and Wyatt-Smith, Claire Maree. (2011). Breaking Down the Silos: The Search for the Evidentiary Base. In In C Wyatt-Smith, J Elkins and S Gunn (Ed.). pp. 349 - 357 Springer.
Sleep, structured and social time use and young Australian children's physical activity
Yu, Mong L., Ziviani, Jenny and Haynes, Michele. (2011). Sleep, structured and social time use and young Australian children's physical activity. Health Promotion Journal of Australia. 22(3), pp. 203 - 209.
Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform
Klenowski, Val and Wyatt-Smith, Claire Maree. (2010). Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform. Assessment Matters. 2, pp. 107 - 131.
Standards-driven reform years 1-10: Moderation an optional extra?
Wyatt-Smith, Claire Maree and Klenowski, Val. (2010). Standards-driven reform years 1-10: Moderation an optional extra? The Australian Educational Researcher. 37(2), pp. 21 - 39.
Student assessment and digital futures: how shall we know them?
Kimber, Kay and Wyatt-Smith, Claire Maree. (2010). Student assessment and digital futures: how shall we know them? In Developing a Networked School Community: a guide to realising the vision pp. 259 - 275 ACER Press.
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.
The centrality of teachers' judgement practice in assessment: A study of standards in moderation
Wyatt-Smith, Claire Maree, Klenowski, Val and Gunn, Stephanie. (2010). The centrality of teachers' judgement practice in assessment: A study of standards in moderation. Assessment in Education: Principles, Policy & Practice. 17(1), pp. 59 - 75. https://doi.org/10.1080/09695940903565610
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
Role and purpose of standards in the context of national curriculum and assessment reform for accountability, improvement and equity in student learning
Wyatt-Smith, Claire Maree and Klenowski, Valentina. (2010). Role and purpose of standards in the context of national curriculum and assessment reform for accountability, improvement and equity in student learning. Curriculum Perspectives. 30(3), pp. 37 - 47.
Secondary students' online use and creation of knowledge: refocusing priorities for quality assessment and learning
Kimber, Kay and Wyatt-Smith, Claire Maree. (2010). Secondary students' online use and creation of knowledge: refocusing priorities for quality assessment and learning. Australasian Journal of Educational Technology. 26(5), pp. 607 - 625. https://doi.org/10.14742/ajet.1054
Working multimodally: Challenges for assessment
Wyatt-Smith, Claire Maree and Kimber, K.. (2009). Working multimodally: Challenges for assessment. English Teaching: Practice and Critique.
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.
Towards theorising assessment as critical inquiry
Wyatt-Smith, Claire Maree and Gunn, Stephanie. (2009). Towards theorising assessment as critical inquiry. In In R. D. Hoge, N. G. Guerra and P. Boxer (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 83 - 103 Springer.
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
Valued knowledges AND core capacities FOR digital learners: Claiming spaces FOR quality assessment
Kimber, Kay and Wyatt-Smith, Claire Maree. (2009). Valued knowledges AND core capacities FOR digital learners: Claiming spaces FOR quality assessment. In Assessing New Literacies: Perspectives From the Classroom pp. 133 - 155 Peter Lang Publishing.
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.
Designing professional learning for effecting change: Partnerships for local and system networks
Wyatt-Smith, Claire Maree, Bridges, S., Hedemann, M. and Neville, M.. (2008). Designing professional learning for effecting change: Partnerships for local and system networks. The Australian Educational Researcher.
Assessing digital literacies: Can assessment ever be the same?
Kimber, Kay and Wyatt-Smith, Claire Maree. (2008). Assessing digital literacies: Can assessment ever be the same? In New Literacies and the English Curriculum pp. 328 - 352 Continuum International Publishing Group Ltd.
Multimodal reading and comprehension in online environments
Wyatt-Smith, Claire Maree and Elkins, John. (2008). Multimodal reading and comprehension in online environments. In Handbook of Research on New Literacies pp. 899 - 940 Lawrence Erlbaum Associates inc..
Standards as central to improvement
Wyatt-Smith, Claire. (2008). Standards as central to improvement. EQ Australia. Summer, pp. 11-12.
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
Evaluation of the 2008 trial of the QCAT school-devised assessment model
Wyatt-Smith, Claire Maree and Colbert, Peta Jane. (2008). Evaluation of the 2008 trial of the QCAT school-devised assessment model Australia: Griffith University.
Changing the nature of support provision - Students with learning difficulties: Interventions in literacy and numeracy project (InLaN)
Wyatt-Smith, Claire, Elkins, John, Colbert, Peta, Gunn, Stephanie and Muspratt, Alexander Walter. (2007). Changing the nature of support provision - Students with learning difficulties: Interventions in literacy and numeracy project (InLaN) Department of Education, Science and Training, Australian Government.
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
Assessment as judgment-in-context: Analysing how teachers evaluate students' writing
Cooksey, R. W., Freebody, P. and Wyatt-Smith, Claire Maree. (2007). Assessment as judgment-in-context: Analysing how teachers evaluate students' writing. Educational Research and Evaluation.
Evidence-based research for expert literacy teaching. Paper no. 12
Wyatt-Smith, Claire Maree and Gunn, Stephanie. (2007). Evidence-based research for expert literacy teaching. Paper no. 12 Australia: Department of education and early childhood development.
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.
Assessment for learning: An Australian study in middle schooling
Wyatt-Smith, Claire and Bridges, Susan M.. (2006). Assessment for learning: An Australian study in middle schooling. 32nd Annual Conference International Association for Educational Assessment. Singapore: pp. 1 - 18
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.
Using and creating knowledge with new technologies: A case for students-as-designers
Kimber, Kay and Wyatt-Smith, Claire. (2006). Using and creating knowledge with new technologies: A case for students-as-designers. Learning, Media and Technology. 31(1), pp. 19 - 34. https://doi.org/10.1080/17439880500515440
New Research Methodologies for Researching New Literacies
Wyatt-Smith, Claire, Castleton, Geraldine and Ryan, Jill. (2005). New Research Methodologies for Researching New Literacies. The International Journal of Learning. 11, pp. 421 - 429.
Valuing and evaluating student-generated online multimodal texts: rethinking what counts
Wyatt-Smith, Claire and Kimber, Kay. (2005). Valuing and evaluating student-generated online multimodal texts: rethinking what counts. English in Education. 39(2), pp. 22 - 41. https://doi.org/10.1111/j.1754-8845.2005.tb00615.x
Being serious about improving student outcomes: bringing the issues of quality, standards and teacher judgement to centre stage
Wyatt-Smith, Claire. (2005). Being serious about improving student outcomes: bringing the issues of quality, standards and teacher judgement to centre stage. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 25 - 38
Learning difficulties in the Australian context: Policy, research and practice
Woods, Annette, Wyatt-Smith, Claire and Elkins, John. (2005). Learning difficulties in the Australian context: Policy, research and practice. Curriculum Perspectives. 25(3), pp. 1 - 14.
Investigating digital curricular literacies: Resolving dilemmas of researching multimodal technologically mediated literacy practices
Wyatt-Smith, Claire and Castleton, Geraldine. (2005). Investigating digital curricular literacies: Resolving dilemmas of researching multimodal technologically mediated literacy practices. National Reading Conference. United States of America: National Reading Conference, Inc.. pp. 144 - 156
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.
Examining how teachers judge student writing: An Australian case study
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.