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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/10.1007/978-981-13-2026-2Book chapter
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.2019.103012Journal article
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 - 29Conference item
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.2019.1606892Journal article
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/10.3102/00346543221081552Journal article
Teaching performance assessments and considerations of fairness
Cumming, Jacqueline and Pullin, Diana. (2022). Teaching performance assessments and considerations of fairness. In Professionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence pp. 90-105 Routledge. https://doi.org/10.4324/9780429318504-6Book chapter
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/10.4324/9780429318504Book
Teaching performance assessments and considerations of potential legal challenges
Pullin, Diana and Cumming, Jacqueline. (2022). Teaching performance assessments and considerations of potential legal challenges. In Professionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence pp. 193-220 Routledge. https://doi.org/10.4324/9780429318504-12Book chapter
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.2023.1183695Journal article
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/10.1080/02602938.2015.1039932Journal article
Transforming schooling through digital disruption : Big data, policy teaching and assessment
Lingard, Bob, Wyatt-Smith, Claire and Heck, Elizabeth. (2021). Transforming schooling through digital disruption : Big data, policy teaching and assessment. In In Wyatt-Smith, Claire, Lingard, Bob and Heck, Elizabeth (Ed.). Digital disruption in teaching and testing : Assessments, big data, and the transformation of schooling pp. 1-44 Routledge. https://doi.org/10.4324/9781003045793-1Book chapter
International trends in the implementation of assessment for learning revisited : Implications for policy and practice in a post-COVID world
Volante, Louis, DeLuca, Christopher, Barnes, Nicole, Birenbaum, Menucha, Kimber, Megan Paige, Koch, Martha, Looney, Anne, Poskitt, Jenny, Smith, Kari and Wyatt-Smith, Claire Maree. (2024). International trends in the implementation of assessment for learning revisited : Implications for policy and practice in a post-COVID world. Policy Futures in Education. pp. 1-19. https://doi.org/10.1177/14782103241255855Journal article
Claire Maree Wyatt-Smith
Director, Institute for Learning Sciences and Teacher Education
Institute for Learning Sciences and Teacher Education (ILSTE)
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.Book
Standards as central to improvement
Wyatt-Smith, Claire. (2008). Standards as central to improvement. EQ Australia. Summer, pp. 11-12.Journal article
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.Journal article
Working multimodally: Challenges for assessment
Wyatt-Smith, Claire Maree and Kimber, K.. (2009). Working multimodally: Challenges for assessment. English Teaching: Practice and Critique.Journal article
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.Journal article
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.Journal article
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.Journal article