Search results for author:"Claire_Wyatt_Smith"
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Secondary students' online use and creation of knowledge: Refocusing priorities for quality assessment and learning
Australasian Journal of Educational Technology Vol. 26, No. 5 (Jan 01, 2010) pp. 607–625
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...
English Teaching: Practice and Critique Vol. 8, No. 3 (December 2009) pp. 70–90
This article explores the emergence of multimodality as intrinsic to the learning, teaching and assessment of English in the Twenty-First Century. With subject traditions tied to the study of language, literature and media, multimodal texts and new...
Enacting Policy, Curriculum and Teacher Conceptualisations of Multimodal Literacy and English in Assessment and Accountability
English in Australia Vol. 47, No. 1 (April 2012) pp. 9–18
This article examines synergies and gaps in the construction of English, literacy, multimodality in policy and curriculum in Australian education with a focus on current assessment practices and educational accountability in order to make...
Historic Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountability
English in Australia Vol. 46, No. 3 (2011) pp. 42–53
Attainment of functional English literacy skills by all students has been a focus of Australian national policy since the 1989 Hobart Declaration (MCEETYA, 1989). This focus underpins current educational accountability policy enacted through the...
British Educational Research Journal Vol. 38, No. 4 (2012) pp. 593–614
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 ...