Education and Arts

Professor Claire Wyatt-Smith - Publications

Books

Assessment for EducationDesigning Assessment for Quality LearningDifficulties in Learning Literacy and Numeracy Educational Assessment in the 21st Century

Book chapters

  • Cumming, J., Maxwell. G., & Wyatt-Smith, C. (2014). School leadership in assessment in an environment of external accountability: Developing an assessment culture. Dordrecht, The Netherlands: Springer International.
  • Wyatt-Smith, C., Klenowski, V., & Colbert, P. (2014). Assessment understood as enabling: A time to rebalance improvement and accountability goals. In C. Wyatt-Smith, V. Klenowski, & P. Colbert. (Eds.). Designing assessment for quality learning (pp. 1-19). Dordrecht, The Netherlands: Springer International.
  • Wyatt-Smith, C., & Klenowski, V. (2014). Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation. In C. Wyatt-Smith, V. Klenowski, & P. Colbert. (Eds.). Designing assessment for quality learning (pp. 191-206). Dordrecht, The Netherlands: Springer International.
  • Wyatt-Smith, C.M., & Kimber, K. (2013). Reframing literacy for a screen-based age: A case for digital mindsets. In A. Steele & E. Silliman (Eds.), Handbook of Language and Literacy (2nd edition). USA: Guilford Publications.
  • Shaban, R., Wyatt-Smith, C., & Cumming, J. (2012). The mental health patient in the pre-hospital emergency care setting. In R. Townsend, & M. Luck, (Eds.), Applied Paramedic Law and Ethics (pp. 225-249). Chatswood NSW: Elsevier Australia.
  • Wyatt-Smith, C., & Elkins, J. (2011). 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.
  • 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 & M. Lee (Eds.), The Home-school Nexus: The Development of Networked School Communities (pp. 259-276). Camberwell, Victoria: ACER Press.
  • 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.
  • Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L., & Wyatt-Smith, C. (2014, in press). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in Education, 13(1).
  • Wyatt-Smith, C., & Klenowski, V. (2013). Explicit, latent and meta-criteria: types of criteria at play in professional judgement practice. Assessment in Education: Principles, policy and practice. 20(1), 35-52.
  • Ng, C., Bartlett, B., Wyatt-Smith, C., & Wyvill, J. (2013). Are disadvantaged students unmotivated to read? An interview study of engaged and disengaged readers in low SES Australian schools. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue, Volume 2, Issue 3, ISSN 2042 6364
  • Colbert, P., Wyatt-Smith, C., & Klenowski, V. (2012). A systems level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement. Policy Futures, 10(4), 387-402.
  • Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing on learning: The Australian story. Assessment in Education: Principles, Policy & Practice, 19(1), 65-79.
  • Adie, L., Klenowski, V., & Wyatt-Smith, C. (2012). Towards an understanding of teacher judgement in the context of social moderation. Educational Review, 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.
  • Series Editor (2014-2016), The Enabling Power of Assessment,  Springer International, Dordrecht, The Netherlands.
  • 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.
  • Wyatt-Smith, C. (2014). Riding the wave of interest in teacher quality through to positive change: Realising the potential. June.
  • Wyatt-Smith, C. (2013). Moderation and standards using a dialogic approach: Exploring the centrality of teacher judgement in high quality classroom assessment. Paper in invited International symposium: Summative assessment that supports student learning. 15th Biennial EARLI Conference for Research on Learning and Instruction: “Responsible Teaching and Sustainable Learning”, Munich, 27-31 August.
  • Wyatt-Smith, C., & Colbert, P. (2012). Essential assessment literacies for teachers: A focus on learning improvement and accountability. International Association for Educational Assessment (IAEA), Astana, Kazakhstan, 16-21 September.
  • The role of digital exemplars to support clinical judgement and decision-making. Invited Visiting Fellow, Hong Kong University. 11-20 November, 2012. Faculty of Dentistry.
  • From early childhood to higher education: the role of evidence-based judgement for quality assessment. Association for Education Assessment Europe, Berlin, 8-10 November, 2012.
  • 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.