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Associate Professor Lenore Adie

Senior Research Fellow
Assessment, evaluation and student learning

Areas of expertise: assessment; online moderation; standards; teacher judgement; initial teacher education

HDR Supervisor accreditation status: Full

ORCID ID: 0000-0003-3874-397X

Phone: 07 3623 7333 

Email: lenore.adie@acu.edu.au 

Location: ACU Brisbane Campus 

Lenore Adie is Associate Professor in Teacher Education and Assessment and Senior Research Fellow at the Institute for Learning Sciences and Teacher Education, ACU. Her research focuses on two interconnected strands of investigation, the role of standards in assessment practices and teacher judgement-making, across a range of educational contexts. This includes a focus on moderation processes as these contribute to supporting teachers’ pedagogical practices and student learning, the enactment of assessment policy, the associated accountabilities of assessment, and teachers’ and students’ assessment identities. Sociocultural theories of learning are utilised within her work to interpret this dynamic context.

Current key research projects include investigations involving the Graduate Teacher Performance Assessment; the ARC Linkage Project (LP180100046) Improving teacher assessment capability using scaled annotated exemplars of achievement standards in online moderation; and the nature, function and impact of learning progressions.

Recently completed projects include Standards, Moderation and Benchmarking in Teaching Performance Assessment; the Queensland NAPLAN Review: School and System Perceptions Report and Literature Review; Evidence of learning: Changing the role of teachers and students to improve learning;and Evidentiary decision-making: The Nature and Function of Data Walls as Data Visualisation.

Lenore has worked as a primary school teacher and in administration positions in state and private schools within Queensland, Australia.

Curriculum vitae

Select publications

• Adie, L. E., Harris, L., & Wyatt-Smith, C. (2020). Examining research into the use of data walls for teaching and learning: How are they being implemented within data use cycles? Teaching and Teacher Education, 89. https://doi.org/10.1016/j.tate.2019.
  103012   
• Harris, L., Wyatt-Smith, C., & Adie, L. E. (2020). Using data walls to display assessment results: A review of their affective impacts on teachers and students. Teachers and Teaching: Theory and Practice, 26(1), 50-66. doi: 10.1080/13540602.2020.1739018
• Wyatt-Smith, C., Humphry, S., Adie, L., & Colbert, P. (2020). The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2020.1712326
• Adie, L. (2020). The rubric as a moderating tool in tertiary contexts. In P. Grainger & K. Weir (Eds.), Assessing learning in higher education contexts using rubrics. Cambridge Scholars Publishing.
• Van der Kleij, F. M. & Adie, L. E. (2020). Towards effective feedback: An investigation of teachers’ and students’ perceptions of oral feedback in classroom practice. Assessment in Education: Principles, Policy and Practice, 27(3), 252-270. doi:10.1080/0969594X.2020.1748871
• Wyatt-Smith, C. & Adie, L. (2019). The development of students’ evaluative expertise: Enabling conditions for integrating criteria into pedagogic practice. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2019.1624831  
• Adie, L. E., & Stobart, G., & Cumming, J. J. (2019). The construction of the teacher as expert assessor. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.
  2019.1633623
• Van der Kleij, F. M., Adie, L. E., Cumming, J. (2019). The student role in feedback: A meta-review of the literature. International Journal of Educational Research, 98, 303–323.
• Adie, L. & Wyatt-Smith, C. (2019). Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.2019.1606892
• Cumming, J. J., Van der Kleij, F. M., & Adie, L. E. (2019). Contesting educational assessment policies in Australia. Journal of Education Policy, 34(6), 836–857. https://doi.org/10.1080/02680939.2019.1608375
• Wyatt-Smith, C., & Adie, L. (Eds.). (2018). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education. Singapore: Springer.
• Adie, L., & Wyatt-Smith, C. (2018). Research-informed conceptualization and design principles of teacher performance assessments: Wrestling with system and site validity. In C. Wyatt-Smith & L. Adie (Eds.), Innovation and accountability in teacher education: Setting directions for new cultures in teacher education (pp. 115–132). Singapore: Springer. 
• Wyatt-Smith, C., & Adie, L. (2018). Assessment: The trilogy of standards, evidence and judgement in Australian education reform. In A. Reid, & D. Price (Eds.), The Australian Curriculum: Promises, problems and possibilities (pp. 163–176). ACT: Australian Curriculum Studies Association.
• Adie, L., Van der Kleij, F., & Cumming, J. (2018). The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning. British Educational Research Journal, 44(4), 704-723.
• Van der Kleij, F. M., Adie, L. E., & Cumming, J. J. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology, 48(5), 1092-1105. DOI: 10.1111/bjet.12536

Projects

• 2019-2022, ARC Linkage Projects (LP180100046): Adie, L., Wyatt-Smith, C., Humphry, S., Cumming, J., Andrich, D., DeLuca, C., & Gallagher, T., Improving teacher assessment capability using scaled annotated exemplars of achievement standards in online moderation. Project Partners: University of Western Australia, Queens University, QLD Department of Education and Training, School Curriculum and Standards Authority, Catholic Education Office of WA. Funding: $858,658
• 2018, Queensland Government: Cumming, J., Jackson, C., Day, C., Maxwell, G., Adie, L., Lingard, R, Haynes, M., Heck, E., Queensland NAPLAN Review: School and System Perceptions Report and Literature Review. $219,746
• 2017, Australian Institute for Teaching and School Leadership (AITSL), Teaching Performance Assessment Grant Program: Wyatt-Smith, C., Nuttall, J., Cumming, J., & Adie, L., Building an evidence base of teacher quality and classroom readiness: A focus on teaching performance assessments. (The Standards Project: Graduate Teacher Performance Assessment (GTPA) Trial). $532,308
• 2016, Queensland Department of Education and Training (Education Horizon) & Queensland Department of Education and Training (State Schools – Performance Division): Wyatt-Smith, C., Cumming, J., Unsworth, L., Humphrey, S., Adie, L., Neville, M., & Jackson, C., Research Partnerships and Improvement Science: Using data to inform the teaching of writing and assessment. $187,000

Accolades and awards

• 2018 ACU Vice-Chancellor’s Staff Excellence Medal Winner
• 2018 ACU Excellence in research and research Partnerships award
• 2011 QUT Outstanding Doctoral Thesis Award

Appointments and affiliation

• 2015 Senior Research Fellow, Institute for Learning Sciences & Teacher Education (formerly Learning Sciences Institute Australia), Australian Catholic University (ACU)
• 2015 Senior Fellow Higher Education Academy (SFHEA)

Editorial roles

• Wyatt-Smith, C., Adie, L., & Nuttal, J. (Eds). (due Jan. 2021). Achieving accountability through collaboration in initial teacher education: Another pathway for teaching performance assessments. Springer Series: Teacher Education, Learning Innovation and Accountability.
• Wyatt-Smith, C., & Adie, L. (Eds.). (2018). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education. Singapore: Springer. Springer Series: Teacher Education, Learning Innovation and Accountability.
• Student Agency in classroom assessment (2017-2018). The Australian Educational Researcher, 45(1).
• Rurality and inclusive education (2014-2015). International Journal of Inclusive Education, 19(7).