Assessing Mathematical Knowledge in CAS-Permitted Examinations: A Discussion of Issues

Abstract

Assessment of student mathematical knowledge with CAS technology presents many challenges. This paper firstly provides a general overview of some of the issues involved in setting CAS-permitted examination questions. Following this, a set of Examination Assessment Principles are employed to evaluate a range of examination questions from different examination systems. These examination questions are evaluated in terms of valued mathematical content and processes, the implications such examination questions have for classroom teaching and learning practices and how inequities for users of different CAS might be minimised. In addition, the general goal of widening the bandwidth of mathematical knowledge assessed and the testing of symbolic reasoning in examinations that permit CAS use will be discussed. The paper will also draw upon experiences in Victoria, Australia where mathematics examinations allowing student use of CAS have been conducted since 2002.