Mr Russell Dyer believes assessment should do more than measure, it should help every child thrive. From his early days in the classroom to leading national programs at ACARA, he has championed a child-centred approach that empowers teachers, supports families and builds strong foundations for learning.
When Mr Russell Dyer thinks about assessment, he doesn’t picture scores or charts, he imagines children. Children discovering what they know, teachers identifying their strengths and parents understanding their learning.
This child-centred view has guided Mr Dyer’s 42-year journey from classroom teacher in the small mining town of Kambalda, Western Australia, to Executive Director of Assessment and Reporting at the Australian Curriculum, Assessment and Reporting Authority (ACARA).
In this role, Mr Dyer oversees NAPLAN, the My School website, and the full suite of national assessment programs and reporting, all of which he believes exist to support learning, not simply to measure it.
“If we keep students at the centre we will continue improving outcomes across Australia,” he says.
For Mr Dyer, national assessment is not about ranking or comparison, it’s about ensuring every child, in every primary school has the chance to grow and thrive.
“Assessment should support learning, especially for our youngest students,” Mr Dyer says.
His focus has always been on what assessment can reveal about a child’s understanding, their strengths and the ways teachers can respond. He remembers early in his teaching career how rewarding it was to see students discover skills they never imagined they had. Those experiences shaped the philosophy he brings to national assessment today: to help every child succeed.
Building a foundation through classroom experience
Mr Dyer spent 26 years teaching, and the lessons he learned about supporting diverse learners translate directly to primary school settings. He taught physics and chemistry and often reflects on how every child enters a classroom with unique skills, interests and challenges.
“You adapt to what your students need,” he says. “Assessment is another tool to help you understand them.”
This thinking has guided major developments in national assessment, including the move to online adaptive testing. By tailoring tests to each student’s ability, ACARA has created an environment in which assessment is both meaningful and engaging.
“The tailored test design has significantly improved the experience for primary students,” Mr Dyer explains. “It adjusts to where they’re at and provides teachers with richer insight into early literacy and numeracy skills.”
He says adaptive testing has helped teachers gain more precise information, allowing them to identify strengths, highlight potential challenges and adjust their teaching strategies accordingly.
“It’s not about ranking students, it’s about giving teachers the knowledge they need to help each child progress,” Mr Dyer says.
Over his career, in roles ranging from gifted and talented education, curriculum development, standards setting, the administration of examinations and assessments, to Assistant Executive Director in the Western Australian Department of Education, Mr Dyer has observed how a thoughtful approach to assessment can transform learning. He recalls students who, with encouragement and guidance, became confident learners and creative problem-solvers. Those experiences continue to influence how he views national programs, keeping the child at the centre of every initiative.
Making assessment fair and accessible
Equity is central to Mr Dyer’s approach. He is acutely aware that children begin school with a wide range of experiences, backgrounds and readiness levels. His work at ACARA has focused on ensuring national assessments provide all students with the opportunity to demonstrate their abilities.
“Every child deserves assessment that is fair, supportive and accessible. Our classes are full of very different students, and we need to cater for those differences.”
Technology has opened new possibilities for primary students, particularly those with disabilities. Features such as magnification tools, text-to-speech functionality, alternative questions and additional time allow more children to participate in NAPLAN.
“These adjustments mean more students can participate meaningfully. But there’s more we can do, and we’re committed to expanding accessibility even further,” Mr Dyer says.
He also understands the pressures faced by primary teachers and believes high-quality assessment information can reduce those pressures rather than add to them. Online NAPLAN assessments now provide detailed insight into early skill development, enabling schools to intervene earlier and more effectively.
Mr Dyer says this early understanding can be transformative for schools, enabling them to tailor instruction and intervene proactively. “For primary educators, those early signals matter enormously. It helps prevent small gaps becoming big ones,” Mr Dyer explains.
He emphasises that assessment is only valuable if it is actionable. Teachers should be able to use the data to adapt learning for their students, provide targeted support and celebrate successes.
“Through thoughtful design, consistent practice and positive feedback, assessment in primary schools can nurture growth, confidence and a love of learning. These practices reflect ACARA’s national commitment to supporting every child to reach their full potential and to building strong foundations for lifelong learning,” Mr Dyer says.
Future directions for assessment
ACARA is also preparing for future improvements, including the eventual replacement of the online National Assessment Program platform, the technology that underpins the NAPLAN assessments.
“This is an opportunity to improve the user experience for teachers and students,” Mr Dyer says.
“We are also working with governments to update the Measurement Framework for Schooling in Australia, that lists the agreed national key performance measures for schooling, outlines the annual assessment and reporting cycles and underpins the National Report on Schooling in Australia. We are also exploring ways to enhance the My School website so parents can access information more easily. These tools are there to help families understand and support their school community. Clarity is essential.”
Across the country, Mr Dyer sees consistent habits in highly effective primary schools.
“They use assessment to guide, not dictate, their teaching,” he says. “They track growth over time, understand each child’s learning pathway and act quickly when support is needed.”
He said these schools balance structure with creativity, creating joyful learning environments where assessment is just one part of a much bigger picture.
A rich life outside education
Away from ACARA, Mr Dyer’s passions might surprise some.
His tropical garden in Perth, once featured in The Sunday Times, is a local showpiece, and colleagues often seek his landscaping advice.
“It’s my sanctuary,” he laughs. “A place to breathe and reset.”
He is also a keen traveller and a lover of European and British history, including World War I and II. A dedicated family man, he balances his professional life with personal interests and remains an eternally hopeful supporter of the West Coast Eagles. He says these pursuits provide perspective and energy for his work in education.
For Mr Dyer, teaching and assessment are inseparable. From his first classroom in Kambalda in Western Australia to his leadership role at ACARA, he has remained committed to ensuring assessment supports learning, empowers teachers and opens doors for every child.
“At the end of the day, it’s about helping children grow, helping teachers teach and helping families understand. That has guided me throughout my career, and it will continue to guide me in the years ahead.”
