Does the introduction of the graphics calculator into system-wide examinations lead to change in the typesof mathematical skills tested?

摘要

The paper reports on the introduction of the graphics calculator into three centralisedexamination systems, which were located in Denmark, Victoria (Australia) and theInternational Baccalaureate. The introduction of the graphics calculator required thoseresponsible for writing examination questions to consider how to assess mathematical skillswithin this new environment. This paper illustrates the types of mathematics skills that havebeen assessed within the graphics-calculator-assumed environment. The analysis of theexamination questions indicated that only two out of the six mathematics examinationsconsidered demonstrated any significant change in the types of skills assessed in conjunctionwith the introduction of the graphics calculator. The results suggest that it is possible to reducethe use of questions assessing routine procedures (mechanical skills) with a graphics calculator,but it is also evident that there have not been major changes in the way that examinationquestions are written nor the mathematics skills which the questions are intended to assess.