Dr. Care works to promote effective assessment practices that inform both policy and classroom practice. She has worked primarily in the Asia Pacific with a focus on providing evidence-based advice to ministries of education implementing or planning to implement major education reform. Her work is characterized by consideration of the interactions between assessment, curriculum and pedagogy. With the increasing focus globally on the need to promote generic skills, such as problem solving, critical thinking and collaboration, she has worked with ministries of education to identify how to incorporate these skills into the educational process. 
Dr. Care is a director of the Assessment Curriculum and Technology Research Centre (funded by the Australian Government’s Department of Foreign Affairs and Trade, in the Philippines), which conducts large and small-scale research in the Philippines to inform that country’s major K-12 education reform. This work emphasizes the dependencies across curriculum, assessment and pedagogy, and is designed to provide quick feedback to the government on the roll-out of the reforms. 
Dr. Care has had long-term working relationships with Australian education providers in early literacy development, and working with teachers to improve skills in data interpretation and use to drive student learning. Resulting from her research as chief investigator on several Australian Research Council grants, she has published in journals and books spanning vocational and educational psychology through to education assessment and policy, with most recently an emphasis on the assessment of 21st century skills. 
She was the international research coordinator for the Assessment and Teaching of 21st Century Skills (ATC21S) project, which was supported by Cisco, Microsoft and Intel, and by the governments of Australia, Finland, Portugal, Singapore, UK and the USA. This project, with multiple international government, commercial and academic partners, showcased innovative approaches to the assessment of complex skill sets, with implications for student learning, teacher pedagogy, and government policy. 
As the stimulus for developing student skills beyond traditional academic subjects increases, Dr. Care’s work in the assessment and teaching of 21stcentury skills contributes technical and policy expertise for both developed and developing countries as they confront the challenge of educating their youth to navigate the 21stcentury world of work.