Faculty

ACER is internationally recognised as a leader in educational research and assessment, providing reliable support and expertise to educational policy makers and professional practitioners.

Our core faculty are actively engaged in a number of high quality research and development projects, and regularly contribute to reports, policies and initiatives that help to shape education both within Australia and in an international context.

Faculty

International Experts in Assessment

Professor Geoff Masters AO
Professor Geoff Masters AO

BSc, MEd, UWA, PhD Chicago, FACE, FACEL
Chief Executive Officer, ACER

Professor Geoff Masters is CEO of the Australian Council for Educational Research (ACER) and a leading international authority on the assessment of student learning. Over the past three decades he has written extensively on the reform of educational assessment processes, including in his 2013 report Reforming Educational Assessment: Imperatives, Principles and Challenges. He has authored and co-authored a wide range of assessment materials and professional resources, including the TORCH Tests of Reading Comprehension, the Developmental Assessment Resource for Teachers (DART) and the Assessment Resource Kit (ARK). Prof Masters been a prolific contributor to the international literature on assessment, with many of his articles now available online. He was chair of the technical committee of the International Association for the Evaluation of Educational Achievement; was closely involved in the introduction or literacy and numeracy tests throughout Australia; co-authored the first national report on literacy levels in Australian primary schools; and has provided advice to national and state governments on assessment, reporting and certification in the senior secondary school.

Professor Masters is the Unit Coordinator for Unit 3 (Estimating Student Progress) of the Graduate Certificate course. In this Unit, students are introduced to a key step in any assessment process: drawing conclusions about where learners are in their learning from observations of their performances on assigned tasks. This Unit builds on Unit 2 in which students consider a variety of methods for gathering observations about student learning and considerations in using these different assessment methods. Unit 3 introduces the concept of a conclusion (or inference) about the point an individual has reached in his or her learning – a conclusion that can be either numerical or based on teacher judgement. In either case, an on-balance decision is required. The Unit also provides a basic introduction to the reporting of results from different tests on a learning progression and outlines common errors and biases that need to be managed in making judgements about where students are in their learning.

Ray Adams
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.

Dr Mike Timms
Dr Mike Timms

BA(Hons), MA, PhD UC Berkeley
Director of Assessment and Psychometric Research, ACER

Dr Michael Timms directs the Division of Assessment and Psychometric Research at the Australian Council for Educational Research (ACER), which develops high quality assessments and conducts cutting edge research in educational measurement. He is highly experienced in running educational research and development projects and is a recognized leader in the development of innovative ways to assess students in digital learning environments. His research is widely published in peer-reviewed journals and has been presented at many conferences.

Prior to joining ACER, Dr Timms was Associate Director of the Science, Technology, Engineering and Mathematics (STEM) Program at WestEd, a preeminent educational research and development organization in the United States. He led large-scale research studies in STEM education, with special focus on computer-based assessment projects, especially through the SimScientists research program (www.simscientists.org). He has been involved in the development of two assessment frameworks for the US National Assessment of Educational Progress for which he was awarded the Paul Hood award for excellence in educational research at WestEd.

Academic Staff

Katie Richardson
Dr Katie Richardson

BA, BTeach, MEd, PhD, GCALL
Online Facilitator

Dr Katie Richardson has a broad range of experience working with both experienced and pre-service teachers across a range of educational disciplines including educational assessment, TESOL and inclusive education, as well as pre-service teacher mentoring. Prior to joining the team at ACER, she had taught for a number of years at the Melbourne Graduate School of Education, at the University of Melbourne, and developed a pre-service teacher education course for a private tertiary provider in Melbourne.  Currently, she is teaching for the Australian Council for Educational Research in educational assessment and at Deakin University in inclusive education. 

Dr Richardson began her career in education as a classroom teacher and a specialist EAL/D teacher. She has worked in both public and private sector schools and taught students ranging from Foundation/Prep to Year 12.  Her initial area of research was in international education, particularly focusing on international student welfare.  

Nathanael Reinerste
Nathanael Reinertsen

BA, GradDipEd, MEd, W.Aust.
Research Fellow and Test Developer, ACER

Nathanael Reinertsen is a Research Fellow in the Assessment and Psychometric Research division of the Australian Council for Educational Research (ACER). Since joining ACER in 2014, he has worked developing large-scale tests of reading and writing, supervised writing marking, and delivered presentations about ACER products to educators in Western Australia and the Northern Territory.

Prior to joining ACER he worked as a high school English teacher in Western Australia, in both government and non-government schools. He held positions as Head of English and Campus Coordinator at a multi-campus private school which highlighted for him how important sound assessment methods and moderation practices are for schools. This led to Nathanael developing an interest in educational assessment and pursuing further study. He completed a Master of Education in Assessment, Measurement and Evaluation (Coursework) at the University of Western Australia in 2012.

Dr Alvin Vista
Dr Alvin Vista

BEd, MA, PhD
Research Fellow, ACER

Dr Alvin Vista is a Research Fellow at ACER, working as an assessment specialist in several large-scale international and national surveys. He completed his PhD in educational measurement at the University of Melbourne. Dr Vista is a psychometrician with expertise in providing capacity support to ministry staff in several countries – he is currently working with regional and national organisations in India, South East Asia, and South Pacific on literacy and numeracy student assessment projects.

Prior to joining ACER, Dr Vista worked as a research fellow at the Assessment Research Centre (University of Melbourne) and as a sessional lecturer at the Melbourne Graduate School of Education (University of Melbourne).

Dr Anne-Marie Chase
Dr Anne-Marie Chase

BEd, MEd, EdD
Course Coordinator, ACER

Dr Anne-Marie Chase is the Course Coordinator for Post-Graduate Courses and Online Learning.  In this role she is responsible for: the effective management of post graduate courses at ACER including curriculum that aligns teaching, learning and assessment approaches in a strong pedagogical framework.  Anne-Marie coordinates a team of online facilitators, student administration and technical support staff to provide a high quality student experience in line with ACER policies.  She also coordinates the input of a range of subject matter experts who have academic oversight of the courses. 

Dr Chase has worked in initial teacher education with a focus on development for online delivery and managing the professional experience component.  Dr Chase has experience as a researcher and lecturer in teacher education and online learning in Australia (Swinburne University, University of Western Australia) and the UK (Oxford University).  Her research has focused on information technology in learning and more recently on teaching and learning online, specifically online assessment. 

Dr Chase has a background in teaching in secondary education, holding Head of Department positions in both the government and non-government sector in the UK and Australia, teaching IT, Business Studies and Economics and managing school IT systems.  Dr Chase has managed school based projects with a focus on digital technology in education for the Department of Education and Multimedia Victoria, developing professional learning for teachers and encouraging the growth of online learning communities. 

Dr Pauline Taylor-Guy
Professor Pauline Taylor-Guy

PGCE, BA (Hons), PhD
Director, ACER Institute

Professor Pauline Taylor-Guy is the Director of the ACER Institute and has oversight of ACER’s postgraduate and professional learning courses. She has over 30 years’ experience as a teacher, principal and  educational leader in the UK, Africa and Australia.

Prior to joining ACER in early 2016, Professor Taylor-Guy held a range of academic leadership roles in the Higher Education sector. She has an extensive publication record in the scholarship of teaching and learning and a particular interest in professional learning, education policy and language and literacy learning. She is the recipient of a number of teaching and research awards including an ALTC citation for outstanding contribution to student learning and reviews for a series of prestigious education journals and organisations. She has been the elected Secretary of the Australian Teacher Education Association since 2010 and a life member of the volunteer teacher education organisation Teachers Across Borders.

Student Support

Gayle Appleby
Gayle Appleby

Student Administration Officer, ACER

Gayle Appleby has more than 30 years’ experience in administration. She has been employed at ACER since January 2009 and has been involved in ACER’s Higher Education program since its inception in 2014.

Currently, her role is Student Administration Officer and is involved with students from the very beginning of their interest in the course until Graduation, offering support and help whenever she can. Gayle’s passion for her work and her outstanding contribution to student support was recognised in the CEO’s award for excellence in 2016.