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  • Claire Wyatt-Smith
  • Curriculum vitae
  • Publications
  • Research

Books

  • Wyatt-Smith, C., Elkins, J., & Gunn, S. (Eds), (2011). Multiple perspectives on difficulties in literacy and numeracy learning. Dordrecht, The Netherlands: Springer International.
  • Wyatt-Smith, C., & Cumming, J. (Eds) (2009). Educational assessment in the 21st century: Connecting theory and practice. Dordrecht, The Netherlands: Springer International.
  • Cumming, J., & Wyatt-Smith, C. (Eds.) (2001). Literacy and the curriculum: Success in senior secondary schooling. Melbourne, Australia: ACER.
  • Wyatt-Smith, C.M. (Ed.) (1996). Cultural understandings as the eighth key competency: Policy and practice. Language Australia Child/ESL Literacy Research Network.
  • Wyatt-Smith, C.M. (1995). Writing pedagogy and competing conceptualisations of student achievement. Brisbane, Centre for Literacy Education Research (CLER), Griffith University.

Book chapters

  • Wyatt-Smith, C. & Kimber, K. (2012, forthcoming). Reframing literacy for a screen-based age: A case for digital mindsets.  In A. Stone, E. R. Silliman, B. J. Ehren, & G. Wallach (Eds.), Handbook on Language and Literacy: Development and Disorders (2nd ed.). New York, NY: Guilford Publications.
    Shaban, R., Wyatt-Smith, C., & Cumming, J. (2012).  The mental health patient. In   R. Townsend, & M. Luck, (Eds.), Applied Paramedic Law and Ethics. Chatswood NSW: Elsevier Australia.
  • Kimber, K., & Wyatt-Smith, C.M. (2012 forthcoming). Designing priorities for school-based, next-generation assessment. In M. Lee and G. Finger (Eds), Leading a networked school community. Camberwell, Victoria: ACER Press.
  • Wyatt-Smith, C. M., Cumming, J., Elkins, J., & Colbert, P. (2010). Redesigning assessment.  In D. Pendergast & N. Bahr (Eds.), Teaching middle years (2nd ed).(pp.319-344).  London: Allen & Unwinn.
  • Kimber, K. & Wyatt-Smith, C. (2010). Student assessment and digital futures. How shall we know them? In G. Finger and M. Lee (Eds.), The Home-school Nexus: The Development of Networked School Communities. (pp. 259-275). Camberwell, Victoria: ACER Press.
  • Wyatt-Smith, C., & Elkins, J. (2010). Theoretical frameworks and ways of seeing: Operating at the intersection – literacy, numeracy and learning difficulties. In C. Wyatt-Smith, J. Elkins, & S. Gunn (Eds.), Multiple perspectives on difficulties in literacy and numeracy learning. Dordrecht, The Netherlands: Springer International.
  • Cumming, J.J., & Wyatt-Smith, C. (2009). Framing assessment today for the future: Issues and challenges. In C. Wyatt-Smith & J.J. Cumming (Eds). Educational assessment in the 21st Century: Connecting theory and practice (pp.1-16). Dordrecht, The Netherlands: Springer International.
  • Kimber, K., & Wyatt-Smith, C.M. (2009). Valued knowledges and core capacities for digital learners: Claiming spaces for quality assessment. In A. Burke & R.F. Hammett (Eds.), Assessing New Literacies: Perspectives from the Classroom (pp. 133-156). New York: Peter Lang.
  • Wyatt-Smith, C.M., & Gunn, S. (2009). Towards theorising assessment as critical inquiry. In C. Wyatt-Smith, & J.J. Cumming (Eds.). Educational Assessment in the 21st Century: Connecting theory and practice (pp. 83-102). Dordrecht, The Netherlands: Springer International.
  • Kimber, K., & Wyatt-Smith, C.M. (2008). Assessing digital literacies: Can assessment ever be the same? In L. Unsworth (Ed.), New Literacies and the English Curriculum: Multimodal Perspectives (pp.328-352). London: Continuum.
  • Wyatt-Smith, C.M., & Elkins, J. (2008). Multimodal reading and comprehension in online environments. In D.J. Leu, J. Coiro, M. Knobel, and C. Lankshear (Eds.), Handbook of Research on New Literacies (pp.899-940). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Wyatt-Smith, C.M., Cumming, J., & Elkins, J. (2005).Opportunity to enhance learning: Redesigning assessment to sustain student engagement in the middle years. In D. Pendergast and N. Bahr (Eds.), Middle Years Reform (pp.271-299). London: Allen and Unwinn.
  • Wyatt-Smith, C.M. (2003). Exploring the relationship between large-scale testing programs and classroom-based assessment: A focus on teachers’ accounts. In H. Fehring (Ed.), Literacy Assessment: A Collection of Articles From the Australian Literacy Educators’ Association (pp.144-163). Newark, DE: The International Reading Association.
  • Cumming, J., & Wyatt-Smith, C.M. (2001). A multi-theoretical and multi-disciplinary approach to literacy education and curriculum research.  In J. Cumming & C.M. Wyatt-Smith (Eds.), Literacy and the Curriculum: Success in Senior Secondary Schooling (pp.2-11). Melbourne, AUS: ACER.
  • Wyatt-Smith, C.M. (2001). The function of evaluative talk to structure instructional sequences.  In J. Cumming & C.M. Wyatt-Smith (Eds.), Literacy and the Curriculum: Success in Senior Secondary Schooling (pp.117-131). Melbourne, AUS: ACER.
    Wyatt-Smith, C.M. (1999). The framing of teacher response to student writing. Australian Association for the Teaching of English, Responding to student writing: Continuing conversations (pp.271-285). Norwood, South Australia: Author.

Books/Monographs

  • Wyatt-Smith, C., & Klenowski, V. (under review). The enabling power of assessment. 
  • Klenowski, V., & Wyatt-Smith, C. M. (forthcoming).  Standards, moderation and teacher judgement: Policy and practice. Sage.
  • Wyatt-Smith, C., Elkins, J., & Gunn, S. (Eds.). (2011). Multiple perspectives on difficulties in literacy and numeracy learning.  Dordrecht, The Netherlands: Springer International.
  • Wyatt-Smith, C., & Cumming, J. (2009). (Eds.). Educational assessment in the 21st century: Connecting theory and practice.  Dordrecht, The Netherlands: Springer International.
  • Cumming, J., & Wyatt-Smith, C. (Eds.). (2001). Literacy and the Curriculum: Success in Senior Secondary Schooling.  Melbourne, AUS: ACER. 
  • Wyatt-Smith, C. M. (Ed.) (1996). Cultural Understandings as the Eighth Key Competency: Policy and Practice. Language Australia Child/ESL Literacy Research Network.
  • Wyatt-Smith, C. M. (1995). Writing Pedagogy and Competing Conceptualisations of Student Achievement.  Brisbane, AUS: Centre for Literacy Education Research (CLER), Griffith University.

Journal articles

  • Wyatt-Smith, C.M., & Kimber, K. (under review). Teachers talking about quality and assessment standards: discipline knowledge and judgement. Journal of Curriculum Studies.
  • Colbert, P., Wyatt-Smith, C., & Klenowski, V. (2012, in press). A systems level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement. Policy Futures, 10(5).
  • Adie, L., Klenowski, V., & Wyatt-Smith, C. (2012). Towards an understanding of teacher judgement in the context of social moderation. Educational Review, iFirst Article, 64(2), 223–240.
  • Cumming, J., Kimber, K., & Wyatt-Smith C. (2012). Enacting policy, curriculum and teacher conceptualisations of multimodal literacy and English in assessment and accountability. English in Australia, 47(1), 9-18.
  • Cumming, J., Kimber, K., & Wyatt-Smith C. (2011). Historic Australian conceptualisations of English, literacy and multimodality in policy and curriculum and conflicts with educational accountability. English in Australia, 46(3), 42-54.
  • Connolly, S., Klenowski, V., & Wyatt-Smith, C.M. (2011). Moderation and consistency of teacher judgment: Teachers' views. British Journal of Educational Research. iFirst Article, 1-22.
  • Wyatt-Smith, C.M., & Klenowski, V. (2010). The 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), 37-47.
  • Klenowksi, V., & Wyatt-Smith, C.M. (2010). Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform. Assessment Matters, 2, 107-131.
  • Klenowski, V., & Wyatt-Smith, C.M. (2010). Standards-driven reform Years 1-10: Moderation an optional extra? (PDF 124k) Australian Educational Researcher, 37(2), 21-40.
  • Kimber, K., & Wyatt-Smith, C.M. (2010). Secondary students' online use and creation of knowledge: Refocusing priority for quality assessment (PDF 278k). Australasian Journal of Educational Technology, 26 (5), 607-625.
  • Wyatt-Smith, C.M., Klenowski, V., & Gunn, S. (2010). The centrality of teachers' judgement practice in assessment: A study of standards in moderation. Assessment in Education: Principles, policy & practice, 17(1) 59-75.
  • Wyatt-Smith, C., & Kimber, K. (2009). Working multimodally: Challenges for assessment. English Teaching: Practice and Critique,  English afloat on a digital sea, 8(3), 70-90.
  • Wyatt-Smith, C.M. (2008). Literacy testing and quality. Curriculum Perspectives, 28(3), 59-64.
  • Wyatt-Smith, C.M., & Bridges, S. (2008). A professional learning model for rethinking education disadvantage: Partnerships for local and system networks. Australian Educational Researcher, 35(3), 1-20.
  • Green, J., Skukauskaite, A., & Wyatt-Smith, C. (2007). Classroom interaction, meaning construction and curriculum change: International directions across curriculum. Journal of Classroom Interaction, 41(1,2), 4-62.
  • Cooksey, R., Freebody, P. & Wyatt-Smith, C.M. (2007). Assessment as judgement-in-context: Analysing how teachers evaluate students writing. Educational Research and Evaluation, 13(5), 401-434.
  • Kimber, K., & Wyatt-Smith, C.M. (2006). Using and creating knowledge with new technologies: A case for students-as-designers. Learning, Media and Technology, 31(1), 19-34.
  • Wyatt-Smith, C., & Castleton, G. (2005). Examining how teachers judge student writing: An Australian case study. Journal of Curriculum Studies, 37(2), 131-154.
  • Woods, A., Wyatt-Smith, C., & Elkins, J. (2005). Learning difficulties in the Australian context: Policy, research and practice. Curriculum Perspectives, 25(3), 1-14.
  • Castleton, G., & Wyatt-Smith, C. (2005). Investigating digital curricular literacies: resolving dilemmas of researching multimodal technologically mediated literacy practices. 54th Year Book of the National Reading Conference, 144-156. National Reading Conference: Winconsin.
  • Wyatt-Smith, C.M., & Kimber, K. (2005). Valuing and evaluating digitally-mediated texts: rethinking what counts. English in Education, 39(2), 22-43.
  • Wyatt-Smith, C., & Castleton, G. (2004). Factors affecting writing achievement: Mapping teacher beliefs. English in Education, 38(1), 37-61.
  • Freebody, P. & Wyatt-Smith, C. (2004). The assessment of literacy: Exploring the tension between 'system' and 'site' validity. Journal of Educational Enquiry, 5(2), 30-49.
  • Shaban, R., Wyatt-Smith, C., & Cumming, J. (2004). Uncertainty, Error and Risk in Human Clinical judgement: Introductory Theoretical Frameworks in Paramedic Practice. Journal of Emergency Primary Health Care, 2(1-2), 1-12.
  • Wyatt-Smith, C., Castleton, G., & Ryan, J. (2004). New research methodologies for researching new literacies. International Journal of Learning, 11, 421-429.
  • Wyatt-Smith, C., & Pascoe, J. (2003). Reporting literacy outcomes in middle schooling: Exploring what parents say about testing and improvement. Australian Journal of Middle Schooling, 3(1), 15-23.
  • Wyatt-Smith, C., Castleton, G., Freebody, P., & Cooksey, R. (2003). Teachers qualitative judgements: a matter of context and salience. Part I. Australian Journal of Language and Literacy, 26(2), 11-32.
  • Wyatt-Smith, C., Castleton, G., Cooksey, R., & Freebody, P. (2003). Teachers qualitative judgements: a matter of context and salience. Part II. Australian Journal of Language and Literacy, 26(2), 33-42.
  • Wyatt-Smith, C.M., & Cumming, J.J. (2003). Curriculum literacies: Expanding domains of assessment. Assessment in Education: Principles, policy and practice, 10(1), 47-59.
  • Wyatt-Smith, C.M. (2002). Moving beyond English and literacy to English literacies: bringing together the study of texts and social practices. English in Australia, 134, 57-66.
  • Wyatt-Smith, C.M., & Murphy, J. (2002). An Australian proposal for doing critical literacy assessment: the case of writing. English in Education, 36(3),4-19.
  • Wyatt-Smith, C.M., & Campbell, R. (2002). What counts as quality literacy assessment in middle schooling. Curriculum Perspectives, 22(3), 1-12.
  • Sim, C., Wyatt-Smith, C.M., & Dempster, N. (2002). How well prepared are Australian teachers to meet the challenge of raising standards of English literacy? Australian College of Education On-line Refereed Articles, (ORA 22) ISSN 1447-5111.
  • Wyatt-Smith, C.M., & Cumming, J.J. (Special Issue Editors) (2001). Examining the literacy-curriculum relationship. A Special Edition of Linguistics and Education, Vol. 11(4), 295-312.
  • Wyatt-Smith, C.M., & Murphy, J. (2001). What English counts as writing assessment: An Australian move to mainstream critical literacy. English in Education. National Association for the Teaching of English, United Kingdom, 35(1), 12-31.
  • Morgan, W., & Wyatt-Smith, C.M. (2000). Im/proper accountability: towards a theory of critical literacy and assessment. Assessment in Education: Principles, Policy & Practice, 17, 123-142.
  • Wyatt-Smith, C.M., & Cumming, J.J. (2000). The literacy demands of assessment practices in post-compulsory schooling. Literacy Learning: The Middle Years, 8(1), 21-32.
  • Wyatt-Smith, C.M. (2000). English teaching and curriculum politics in Queensland: Profiling the debates around the English/literacy interface.  English in Australia 1, 127-128, 71-79.
  • Wyatt-Smith, C.M. (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), 109-127.
  • Wyatt-Smith, C.M., & Pascoe, J. (2000). Teacher indexes of Year 5 writing performance. Literacy Learning: The Middle Years, 8(2), 23-33.
  • Wyatt-Smith, C.M. (1999). Reading for assessment: How teachers ascribe meaning and value to student writing. Assessment in Education: Principles, Policy & Practice, 6(2), 195-224.
  • Wyatt-Smith, C.M., & Dooley, K. (1999). Cultural compromise?: The fate of the Mayer Eighth Key Competency. Discourse: Studies in the cultural politics of education, 20(1), 125-139.
    Wyatt-Smith, C.M., Cumming, J., Ryan, J., & Doig, S. (1999). Capturing students’ experiences of the enacted curriculum: The concept of curriculum literacies. Literacy Learning: Secondary Thoughts, 7(1), 29-35.
  • Wyatt-Smith, C.M., & Cumming, J.J. (1999). Examining the literacy demands of the enacted curriculum. Literacy Learning: Secondary Thoughts, 7(2), 19-31.
  • Cumming, J.J., Wyatt-Smith, C.M., Ryan, J., & Doig, S.M. (1999). The literacy-curriculum interface: literacy demands of the curriculum in post-compulsory schooling. Queensland Journal of Educational Research, 15(1), 133-139.
  • Wyatt-Smith, C.M. (1998). Standardised testing: In whose interests? English in Australia, 122, 89-93.
  • Doig, S.M, Wyatt-Smith, C.M., Cumming, J.J., & Ryan, S. (1998). The evolution of language education within official accounts of Queensland curriculum. Queensland Journal of Educational Research, 14(1), 4-44.
  • Wyatt-Smith, C.M. (1998). Interrogating the benchmarks. English in Australia, 123, 20-29.
  • Wyatt-Smith, C.M., & Ludwig, C. (1998). Teacher roles in large scale literacy assessment. Curriculum perspectives, 18(3), 1-14.
  • Johnson, G., Wyatt-Smith, C.M., & Garton, J. (1998). Using the internet to enhance the literacy curriculum. Literacy learning: Secondary thoughts, 6(2), 34-43.
  • Wyatt-Smith, C.M., & Cumming, J.J. (1998). Literacy beyond the early years. Education Quarterly. Australian Curriculum Corporation. Issue Two:  42-44.
  • Wyatt-Smith, C.M. (1997). Teaching and assessing writing: An Australian perspective. English in Education, 31(3), 8-22. National Association for the Teaching of English: Sheffield.
  • Wyatt-Smith, C.M. (1997). Rethinking the achievement of the student writer. Australian Journal of Language and Literacy, 20(3), 183-196.
  • Wyatt-Smith, C.M. & Dooley, K. (1997). Shaping Australian policy on cultural understandings: Alternative approaches to inclusive education.  International Journal of Inclusive Education, 1(3), 267-282.
  • Wyatt-Smith, C.M., Johnson, G., & Garton, J. (1997). An intergenerational approach to teaching technology-based literacy. Literacy Learning: Secondary thoughts, 5(2), 53-60.
    Meiers, M., & Wyatt-Smith, C.M. (Eds). (1996). English in Australia: Context. English in Australia, 117, 2-4.
  • Meiers, M., & Wyatt-Smith, C.M. (Eds). (1996). English in Australia: Commentary. English in Australia, 117, 85-86.
  • Wyatt-Smith, C.M., & Ludwig, C. (1996). Implementing the national English Statement and Profile in Queensland. English in Australia, 117, 32-43.
  • Wyatt-Smith, C.M. (1996). Teachers reading practices: The interplay of pre-specified assessment criteria and other factors. Literacy Learning: Secondary thoughts, 4(2), 4-17.
  • Wyatt-Smith, C.M., & Burke, E. (1996). Rethinking literacies in university education: Perceptions of Australian non-English speaking background students. English in Australia, 115, 43-51.
  • Burke, E., & Wyatt-Smith, C.M. (1996). Academic and Non-Academic Difficulties: Perceptions of Graduate Non-English Speaking Background Students. Teaching English as a second or foreign language: An electronic journal (TESL-EJ), 12:1.
    Wyatt-Smith, C.M., & Castleton, G. (1995). NESB workers literacy as a workplace health and safety Issue. Critical Forum, 4(1), 51-63.
    Wyatt-Smith, C.M., & Castleton, G. (1995). Non-English speaking background (NESB) workers literacies: A workplace health and safety issue. Open Letter - Australian Journal for Adult Literacy Research and Practice, 5(2), 3-14.

Research reports

  • Johnson, G., Wyatt-Smith, C., Colbert, P., & Klieve, H. (2011). Evaluation of the Literacy – Key to Learning: Framework for Action 2006-2009. Report prepared for the Department of Education and Training.  Brisbane, QLD: Griffith University.
  • Wyatt-Smith, C., Johnson, G., & Colbert P. (2011). Evaluation of the Literacy Leadership and Sustainable Whole-School Approaches Pilot. Report prepared for the Department of Education and Training. Brisbane, QLD: Griffith University.
  • Wyatt-Smith, C.M., & Colbert, P. (2008). Evaluation of the 2008 Trial of the QCAT School-devised assessment model. Final Evaluation Report for the Department of Education, Training and the Arts. DETA and Griffith University: Brisbane.
  • Wyatt-Smith, C.M., & Bridges, S. (2008). Meeting in the middle assessment, pedagogy, learning and students at educational disadvantage. Final Evaluation Report for the Department of Education, Science and Training on Literacy and Numeracy in the Middle years of Schooling.
  • Wyatt-Smith, C.M., & Gunn, S. (2008). Evidence-based research to inform policy and practice in improving literacy outcomes for students across the stages of schooling. Melbourne, VIC: Department of Education and Training.
  • Gunn, S., & Wyatt-Smith, C.M. (2007). Evidence-based research for expert literacy teaching. Paper No. 12. Melbourne: Department of Education and Early Childhood Development.
  • Wyatt-Smith, C. M., Elkins, J., Colbert, P., Gunn, S. J., & Muspratt, A. (2007). Changing the nature of support provision - Students with learning difficulties: Interventions in literacy and numeracy project (InLaN). Canberra: Department of Education, Science and Training, Australian Government.
  • Czislowski-McKenna, A.T., Cumming, J.J., Wyatt-Smith, C.M., & Elkins, J. (2006). Literacy teaching and learning in Victorian Schools. Paper No 9 (Part A). Melbourne, VIC: Department of Education and Training.
  • Cumming, J.J., Wyatt-Smith, C.M., Elkins, J., & Neville, M. (2006). Teacher judgment: Building an evidentiary base for quality literacy and numeracy education. Brisbane, Qld: Queensland Studies Authority.
  • Cumming, J., Wyatt-Smith, C.M., Ryan, J., & Doig, S.M. (1998). The literacy-curriculum interface: The literacy demands of the curriculum in post-compulsory schooling. Final Report. Brisbane, AUS: Centre for Literacy Education Research, Griffith University, and Department of Employment, Education, Training and Youth Affairs.

Other research consultancy and evaluation reports

  • Literacy in Teacher Education Working Party. (2001). Literacy in Teacher Education: Standards for Preservice Programs. Toowong, QLD: Queensland Board of Teacher Registration.
  • Wyatt-Smith, C.M., & Pascoe, J. (2001). In-class assessments and standardised statewide testing: Teachers and parents have their say.  Brisbane, QLD: Centre for Literacy and Language Education Research, Griffith University.     
  • Bartlett, B., Freebody, P., & Wyatt-Smith, C.M. (2000). A review of adult literacy training programs and assessment practices. A Report to Queensland Rail. Brisbane, QLD: Griffith University.
  • Ryan, J., Wyatt-Smith, C.M., Cumming, J.J., & Doig, S. (1999). Examining official accounts of language and literacy development: A focus on selected Queensland Senior Syllabuses. Technical Report No 6 August. Brisbane, QLD: Centre for Literacy Education Research, Griffith University.
  • Garton, J., Johnson, G., & Wyatt-Smith, C.M. (1998). Online literacy education: Theory and practice. Brisbane, QLD: Centre for Literacy Education Research (CLER), Griffith University.

Scholarly contributions

  • Guest Editor (2008), Literacy testing and quality. Point and counterpoint, Curriculum Perspectives 28(3), 59-88.
  • Guest Editor (2007), Journal of Classroom Interaction. Special Edition (with Professor Judith Green, University of Santa Barbara, California).
  • Editor (2004-2005), Literacy learning: The middle years. Journal of the Australian Association of Literacy Educators.
  • Guest Editor (2001), Wyatt-Smith, C.M., & Cumming, J.J. (Special Issue Editors). Examining the literacy-curriculum connection. A Special Edition of Linguistics and Education: An International Research Journal, 11(4), 295-312.
  • Guest Editor (1996), Meiers, M., & Wyatt-Smith, C.M. English in Australia: Context. English in Australia, 117, 2-4.
  • Editorial Advisory Board (1997), Invited member of Editorial Advisory Board for the international journal, Australasia Journal of Regional Studies.
  • Review Board (1999), Invited member of Review Board for national journal of the Australian Association of Teachers of English, English in Australia.
  • Invited Reviewer - Australian Education Researcher, Assessment in Education: Principles, policy & practice (International), Curriculum Perspectives, Queensland Journal of Educational Research, Teaching Education, English in Australia, Australian Journal of Language and Literacy, Australian Vocational Education Review, Prentice Hall of Australia Pty Ltd.

International and national conferences: keynotes and papers

  • International Assessment Symposium. (2011). International Perspectives on Sustainable Assessment Cultures for Learning. Oxford. Invited speaker. 20-22 June. 
  • International Assessment conference. (2011). Status of Assessment for Learning Internationally: Lessons learned. Invited keynote. 15-19 June.
  • Elkins, J., Wyatt-Smith, C., & Johnson G. (2010). Literacy, numeracy and learning difficulties. Research Symposium, International Reading Association Convention, Chicago, April.
  • Wyatt-Smith, C.M., & Klenowski, V. Standards, moderation and teacher judgement. Invited presentation in international assessment symposium, American Education Research Association, Denver Colorado, May.
  • Kimber, K. & Wyatt-Smith, C. (2009). Rethinking quality assessment for 21st century learning: How students use and create knowledge online. Presentation at Assessment for a Creative World, 35th Annual Conference of International Association of Educational Assessment, 13–18 September, Brisbane.
  • Wyatt-Smith, C., & Klenowski, V. (2009). Investigating standards-driven reform in assessment in the middle years of schooling project update. Presented at the Third International Conference on Assessment for Learning, Dunedin, New Zealand, March.
  • Wyatt-Smith. C.M. & Klenowski, V. (2008). Standards-driven reform Years 1-10: Moderation an optional extra? Australian Association for Research in Education International Education Research Conference. Brisbane, 30 November–4 December 2008.
  • Kimber, K. & Wyatt-Smith, C.M. (2008). Essential digital learnings: secondary students’ use and creation of knowledge online. Australian Association for Research in Education International Education Research Conference. Brisbane, 30 November–4 December.
  • Wyatt-Smith, C.M. (November 2008). Assessment standards and education futures: A framing of assessment as inquiry. Curriculum Corporation Conference 2008, 21st Century Learning: Acting (Inter) Nationally, Melbourne, Australia.
  • Wyatt-Smith, C.M. (October 2008). 'Quality Assessment and High Achievement'. Assessment for High Performance in the Middle Years, Middle Years of Schooling Association (MYSA), Cooparoo Secondary College, Brisbane, Australia.
  • Wyatt-Smith, C.M., Klenowski, V., & Gunn, G. (2008). Examining how moderation is enacted with an assessment policy reform initiative: You just have to learn how to see. International Assessment in Educational Assessment. Cambridge, United Kingdom, 7-12 September.
  • Elkins, J., Cumming, J., & Wyatt-Smith, C.M. (2008). School use of external and internal assessment data to improve student performance.  International Assessment in Educational Assessment. Cambridge, United Kingdom, 7-12 September.
  • Matters, G., & Wyatt-Smith, C.M. (2008). Realising and releasing potential 40 years on. International Assessment in Educational Assessment. Cambridge, United Kingdom, 7-12 September.
  • Wyatt-Smith, C.M. (2008). From phonics and knowledge of number to digital technologies: Making alignments count. Invited Keynote: National Literacy and Numeracy Week. Brisbane Convention Centre, 5 September.
  • Klenowski, V., Adie, L., Gunn, S., Looney, A., Elwood, J., Wyatt-Smith, C.M., & Colbert, P. (2007). Moderation as Judgement Practice: Reconciling System Level Accountability and Local Level Practice. Research Impacts: Proving or Improving: Australian Association for Research in Education  2007 Conference, Freemantle, 25-29 November.
  • (2007). Invited Keynote: National Australian Associate of Teachers of English and Australian Literacy Educators Association. Assessment lessons from the classroom to shape our education futures. Canberra, 7-9 July.
  • (2006). Invited Keynote, Research Conference (with Prof. John Elkins). Australian Research on Adolescent Literacy. 51st IRA Convention, International Reading Association, May, International Research Association Convention, May, Chicago.
  • (2006). Invited Keynote: National Literacy Week, Brisbane. Assessment at the cross-roads: linking literacy, curriculum, pedagogy and assessment.
  • (2005). Invited Keynote: Australian Curriculum Studies Association Conference. Assessment at the Cross-roads.
  • (2005). Invited Keynote: 3rd International Conference of Cognition, Language and Special Education Research, December.
  • (2005). Co-Convenor (with Prof. John Elkins). Microworkshop on Information Communication Technologies in Education and the relevance of schooling. 50th IRA Convention, International Reading Association, San Antonio, Texas, May 2005.
  • (2005). Co-Convenor (with Prof. John Elkins). Support for struggling readers: An Australian perspective. 50th IRA Convention, International Reading Association, San Antonio, Texas, May.
  • (2005). Castleton, G., & Wyatt-Smith, C.M. Exploring new methodologies for researching multimodal technologically-mediated literacy practices. British Education Research Association Conference, University of Glamorgan, 14–17 September.
  • (2005). Effective teaching practices for students who experience difficulty in literacy learning. Inclusive and Supportive Education Congress: International Special Education Conference Inclusion: Celebrating Diversity. August, Glasgow, Scotland.
  • (2004). Invited presentation: Bringing together screen and talk data in digital research: A multimethod approach to investigating how students engage as users and creators of curricular knowledge. Literacy Research Methodologies Series, National Reading Conference, San Antonio, December.
  • (2004). Cumming, J., & Wyatt-Smith, C.M. Key assessment issues for the future. Education: weaving research into practice, 1, 219-229: 2nd Annual International Conference on Cognition, Language and Special Education Research, Gold Coast, December.
  • (2004). Fletcher, M., Wyatt-Smith, C.M., Bartlett, B., Kearney, J. Weaving accounts of literacy through the official curriculum: Stitching policy to practice. Education: weaving research into practice, 1. 2nd Annual International Conference on Cognition, Language and Special Education Research, Gold Coast, December.
  • (2003). Wyatt-Smith, C.M., & Ryan, J. How students in the secondary years engage with the literacy demands of curricular online environments. 1st Annual International Conference on Cognition, Language and Special Education Research, Gold Coast, December.
  • (2003). Wyatt-Smith, C.M., Jolly, P., & Pascoe, J. Comparative achievement of HEFA and FPOS undergraduate students: An Australian case study. 1st Annual International Conference on Cognition, Language and Special Education Research, Gold Coast, December.

Book review

  • Wyatt-Smith, C.M. (2006). Thinking about purpose in classroom assessment: Assessment for, as and of learning. Curriculum Perspectives, 26, 3.

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