Dr Ray Adams
BSc (Hons), DipEd, MEd(Melb), PhD (Chicago), FACE
Head of the Centre for Global Education Monitoring (GEM), ACER
Dr Ray Adams is head of the Centre for Global Education Monitoring (GEM) at the Australian Council for Educational Research (ACER) and a leading international authority on the assessment of student learning. Dr Adams specialises in educational measurement and educational statistics. Ray led the design and development of the OECD Programme for International Student Achievement (PISA) and managed its implementation from its inception in 1998 until 2014. PISA is perhaps the world's largest and most significant educational measurement activity.
Dr Adams has published widely on all aspects of educational measurement and has acted as a consultant to numerous large-scale assessment projects both in Australia and internationally. He is currently working with the UNESCO Institute for Statistics (UIS) to develop the methods that will be used in the monitoring of the United Nations Strategic Development Goals.
Dr Adams has served as chair of the technical advisory committee for the International Association for the Evaluation of Educational Achievement (IEA) and as Head of Measurement at the Australian Council for Educational Research (ACER). Dr Adams is currently chair of the measurement expert advisory group that supports the development of Australian National Literacy and Numeracy tests (NAPLAN).
Dr Adams is the Unit Coordinator for Unit 1 (Assessment to Promote Learning) of the Graduate Certificate course. In this Unit, students are introduced to assessment as the process of locating students on a learning progression. Building upon the view that the education process is concerned with the growth of individuals, and that there is always a fundamental sense of direction and development underpinning the enterprise of education, this unit introduces the notion that the outcome of an assessment process should be a conclusion about where students are in their progress within a learning domain. Learning progressions are fundamental to this approach and the unit provides an introduction to a variety of learning progressions including their features, construction, and uses. This Unit develops the conceptual underpinnings that are required for Units 2, 3 and 4.