Lenore Adie
Lenore Adie
Senior Research Fellow, Learning Sciences Institute Australia, Australian Catholic University
Verified email at acu.edu.au - Homepage
Cited by
Cited by
Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform
J Willis, L Adie, V Klenowski
The Australian Educational Researcher 40 (2), 241-256, 2013
Moderation as judgement practice: Reconciling system level accountability and local level practice
V Klenowski, L Adie
Curriculum Perspectives 29 (1), 10-28, 2009
Identifying discourses of moderation in higher education
L Adie, M Lloyd, D Beutel
Assessment & Evaluation in Higher Education 38 (8), 968-977, 2013
Towards an understanding of teacher judgement in the context of social moderation
LE Adie, V Klenowski, C Wyatt-Smith
Educational Review 64 (2), 223-240, 2012
What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices
S Bloxham, C Hughes, L Adie
Assessment & Evaluation in Higher Education 41 (4), 638-653, 2016
The development of teacher assessment identity through participation in online moderation
L Adie
Assessment in Education: Principles, Policy & Practice 20 (1), 91-106, 2013
The hegemonic positioning of ‘Smart State’policy
L Adie
Journal of Education Policy 23 (3), 251-264, 2008
Promoting rural and remote teacher education in Australia through the Over the Hill project
D Beutel, L Adie, S Hudson
International Journal of Learning 18 (2), 377-388, 2011
How do Pre service Teacher Education students Move From Novice to Expert Assessors?
PR Grainger, L Adie
Australian Journal of Teacher Education 39 (7), 89-105, 2014
Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education
WY Wong, K Moni
Assessment & Evaluation in Higher Education 39 (4), 397-411, 2014
Urban pre-service teachers' conceptions of teaching in rural communities
L Adie, G Barton
Australian Journal of Teacher Education (Online) 37 (6), 111, 2012
Quality assurance of assessment and moderation discourses involving sessional staff
P Grainger, L Adie, K Weir
Assessment & Evaluation in Higher Education 41 (4), 548-559, 2016
Using video technology to enable student voice in assessment feedback
F Van der Kleij, L Adie, J Cumming
British Journal of Educational Technology 48 (5), 1092-1105, 2017
The development of shared understandings of assessment policy: Travelling between global and local contexts
L Adie
Journal of Education Policy 29 (4), 532-545, 2014
Schooling elsewhere: Rurality, inclusion and education
B Pini, S Carrington, L Adie
International Journal of Inclusive Education 19 (7), 677-684, 2015
The development and application of coding frameworks to explore dialogic feedback interactions and self‐regulated learning
L Adie, F van der Kleij, J Cumming
British Educational Research Journal 44 (4), 704-723, 2018
Diverse perspectives on student agency in classroom assessment
LE Adie, J Willis, FM Van der Kleij
The Australian Educational Researcher 45 (1), 1-12, 2018
Assessment capability for New Zealand teachers and students: Challenging but possible
B Booth, H Dixon, MF Hill
Learning as identity and practice through involvement in online moderation
L Adie
Educational Assessment, Evaluation and Accountability 24 (1), 43-56, 2012
Validity and participation: implications for school comparison of Australia’s National Assessment Program
G Thompson, L Adie, V Klenowski
Journal of Education Policy 33 (6), 759-777, 2018
The system can't perform the operation now. Try again later.
Articles 1–20