Claire Wyatt‐smith
Biographic Data
| ID | 767229 |
|---|---|
| NAME | Claire Wyatt‐smith |
| GIVEN NAMES | Claire |
| FAMILY NAME | Wyatt‐smith |
| SIGNATURE | SMITH C W |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0003-1190-9909 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Towards evaluating the impact of employment-based programs in Australian initial teacher education
Australia has growing numbers of initial teacher education (ITE) programs which include inbuilt, school-based employment during candidature [i.e. employment-based ITE]. In these, Alternative Authorisation to Teach (AAT) is often used to allow ITE students to teach, offering sectors and schools an attractive solution to widespread teacher shortages. This article examined data relating to currently available Australian employment-based ITE programs…
International trends in the implementation of assessment for learning revisited
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classro…
Mediating teachers’ assessment work
Evidence of teacher assessment work and its relationship to their assessment identity
This article presents evidence of teachers’ assessment work to further understandings of the notion of teacher assessment identity. Data are drawn from transcripts of fourteen teacher meetings involving forty Australian middle-school teachers. Using discourse analysis, we examine teacher talk of their assessment practices to distil underlying influences on collective and personal decisions and actions. Results reveal three main influences on asse…
Supporting teacher judgement and decision‐making
This paper reports results from an Australian study into how teachers see features of quality in student work and connect these to next‐step teaching. Data were drawn from a national 3 year project investigating teacher judgement using A–E standards. The project developed scaled exemplars of authentic student written performance assessments to support teacher judgement and inform next‐step teaching and learning. Fifty‐seven participants created e…
A Case Study of Effective Classroom Assessment Adjustments for a Student with Disability
This study investigated how teachers’ pedagogical mobility influences classroom assessment adjustments to support mathematics achievement for a student with disability. Structured and semi-structured surveys and artefacts associated with the student’s mathematics assessment tasks for two Terms were used. Data were analyzed using qualitative inductive analysis. A scribe, a different place for the examination, and extra time were the adjustments pr…
Using data walls to display assessment results
Data walls are a data use practice increasingly being adopted in western, Anglophone countries to display student academic achievement data. The purpose of data walls is to improve teaching and learning by helping teachers and/or students to identify patterns of growth and achievement, set goals, and plan instructional interventions or self-regulate. This paper presents a systematic review of 30 empirical studies to explore how data wall use affe…
Examining research into the use of data walls for teaching and learning
The role of motivations and perceptions on the retention of inservice teachers
This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perc…
Innovation and Accountability in Teacher Education
Moderation and consistency of teacher judgement
Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large‐scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers’ views on standards and moderation as a means to achieving consistency of teacher judgement. A comp…
Secondary students' online use and creation of knowledge
In this increasingly convergent and digital world, young people are reportedly using new media with high engagement outside school, yet disengaged in those schools where technology access is low or restricted. Such an apparent disconnection is magnified when predictions of their futures are tied to requisites including technological expertise, adaptability to change, innovative capacities and complex problem-solving abilities. Such future oriente…
Cultural Compromise? The fate of the eighth Mayer Key Competency
[Extract] In recent decades, major re-structuring of work practices has occurred and continual, sometimes urgent, change has become an established feature of working life in Australia and in other industrialised economies (Kalantzis & Cope, 1994). Workers arc now expected to be multi-skilled, creative, adaptable, capable of autonomous decision making, and responsive to technological, organisational and market contingencies. Identification with ne…
Shaping Australian policy on cultural understandings
This paper examines Australian national policy documents that have brought together developments in competency-based education and inclusive curriculum in the formulation of a Key Competency concerned with cultural understandings. Particular attention is given to the definitions of culture and workplace culture, the choice of contexts for the display of cultural understandings as a competency, and the proposed evaluative frameworks. The paper als…
The role of motivations and perceptions on the retention of inservice teachers
This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perc…
Examining research into the use of data walls for teaching and learning
Supporting teacher judgement and decision‐making
This paper reports results from an Australian study into how teachers see features of quality in student work and connect these to next‐step teaching. Data were drawn from a national 3 year project investigating teacher judgement using A–E standards. The project developed scaled exemplars of authentic student written performance assessments to support teacher judgement and inform next‐step teaching and learning. Fifty‐seven participants created e…
Moderation and consistency of teacher judgement
Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large‐scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers’ views on standards and moderation as a means to achieving consistency of teacher judgement. A comp…
Cultural Compromise? The fate of the eighth Mayer Key Competency
[Extract] In recent decades, major re-structuring of work practices has occurred and continual, sometimes urgent, change has become an established feature of working life in Australia and in other industrialised economies (Kalantzis & Cope, 1994). Workers arc now expected to be multi-skilled, creative, adaptable, capable of autonomous decision making, and responsive to technological, organisational and market contingencies. Identification with ne…
Shaping Australian policy on cultural understandings
This paper examines Australian national policy documents that have brought together developments in competency-based education and inclusive curriculum in the formulation of a Key Competency concerned with cultural understandings. Particular attention is given to the definitions of culture and workplace culture, the choice of contexts for the display of cultural understandings as a competency, and the proposed evaluative frameworks. The paper als…
Shaping Australian policy on cultural understandings
This paper examines Australian national policy documents that have brought together developments in competency-based education and inclusive curriculum in the formulation of a Key Competency concerned with cultural understandings. Particular attention is given to the definitions of culture and workplace culture, the choice of contexts for the display of cultural understandings as a competency, and the proposed evaluative frameworks. The paper als…
Cultural Compromise? The fate of the eighth Mayer Key Competency
[Extract] In recent decades, major re-structuring of work practices has occurred and continual, sometimes urgent, change has become an established feature of working life in Australia and in other industrialised economies (Kalantzis & Cope, 1994). Workers arc now expected to be multi-skilled, creative, adaptable, capable of autonomous decision making, and responsive to technological, organisational and market contingencies. Identification with ne…
Secondary students' online use and creation of knowledge
In this increasingly convergent and digital world, young people are reportedly using new media with high engagement outside school, yet disengaged in those schools where technology access is low or restricted. Such an apparent disconnection is magnified when predictions of their futures are tied to requisites including technological expertise, adaptability to change, innovative capacities and complex problem-solving abilities. Such future oriente…
Moderation and consistency of teacher judgement
Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large‐scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers’ views on standards and moderation as a means to achieving consistency of teacher judgement. A comp…
Innovation and Accountability in Teacher Education
Using data walls to display assessment results
Data walls are a data use practice increasingly being adopted in western, Anglophone countries to display student academic achievement data. The purpose of data walls is to improve teaching and learning by helping teachers and/or students to identify patterns of growth and achievement, set goals, and plan instructional interventions or self-regulate. This paper presents a systematic review of 30 empirical studies to explore how data wall use affe…
Examining research into the use of data walls for teaching and learning
The role of motivations and perceptions on the retention of inservice teachers
This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perc…
A Case Study of Effective Classroom Assessment Adjustments for a Student with Disability
This study investigated how teachers’ pedagogical mobility influences classroom assessment adjustments to support mathematics achievement for a student with disability. Structured and semi-structured surveys and artefacts associated with the student’s mathematics assessment tasks for two Terms were used. Data were analyzed using qualitative inductive analysis. A scribe, a different place for the examination, and extra time were the adjustments pr…
Mediating teachers’ assessment work
Evidence of teacher assessment work and its relationship to their assessment identity
This article presents evidence of teachers’ assessment work to further understandings of the notion of teacher assessment identity. Data are drawn from transcripts of fourteen teacher meetings involving forty Australian middle-school teachers. Using discourse analysis, we examine teacher talk of their assessment practices to distil underlying influences on collective and personal decisions and actions. Results reveal three main influences on asse…
Supporting teacher judgement and decision‐making
This paper reports results from an Australian study into how teachers see features of quality in student work and connect these to next‐step teaching. Data were drawn from a national 3 year project investigating teacher judgement using A–E standards. The project developed scaled exemplars of authentic student written performance assessments to support teacher judgement and inform next‐step teaching and learning. Fifty‐seven participants created e…
International trends in the implementation of assessment for learning revisited
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classro…
Towards evaluating the impact of employment-based programs in Australian initial teacher education
Australia has growing numbers of initial teacher education (ITE) programs which include inbuilt, school-based employment during candidature [i.e. employment-based ITE]. In these, Alternative Authorisation to Teach (AAT) is often used to allow ITE students to teach, offering sectors and schools an attractive solution to widespread teacher shortages. This article examined data relating to currently available Australian employment-based ITE programs…
Psychology (11 works) · Pedagogy (9 works) · Mathematics education (8 works) · Political science (7 works) · Teacher Education and Leadership Studies (6 works) · Computer Science (5 works) · Educational Assessment and Improvement (5 works) · Sociology (5 works) · Student Assessment and Feedback (5 works) · Engineering (3 works)