Abstract

This study investigates the features and types of tasks included in the mathematics tests used for classroom assessment in primary schools in Prishtina, the capital of Kosovo. Teacher-made tests from thirteen urban and suburban primary schools are examined against a 7D analytical framework. A total of 2308 individual items (tasks) included in 301 tests are differentiated based on their contextual features, visual features, number of required mathematical operations, closed-ended or open-ended tasks, presentation form, type of required mathematical activity, and cognitive demands involved. The types and features of tasks used in the classroom assessment tests determine to a large extent what is being measured and assessed. The analysis of test tasks against the compiled analytical framework gives a perspective on the quality of the classroom-tested curriculum. Furthermore, the supposed close relationship and alignment between the classroom assessment curriculum and the state curriculum intended mathematical competencies and learning outcomes is also investigated. The results show that the analyzed tests are not in compliance with the mathematics curriculum requirements. Mostly, the test tasks are non-applicative and closed-ended. They promote calculating and operations as the central and most relevant mathematical activity. There is very little room for higher-order cognitive challenges and cognitive demands. The potential found in the tests for assessing the 21st-century mathematical competencies and learning outcomes embedded in the new state curriculum is insufficient.