Research-led Policy Change for Technologically-Active
Senior Mathematics Assessment.

Kaye Stacey, Barry McCrae, Helen Chick, Gary Asp and David Leigh-Lancaster

University of Melbourne and Victorian Board of Studies

This paper describes a new research project, which aims to investigate how computer algebra systems can be introduced into the Victorian Certificate of Education mathematics subjects. Lessons drawn from the experiences of the introduction of scientific and graphics calculators are reported along with current moves in some other countries. Options for the role to be played by technology in assessment are canvassed. It is proposed that technology should be permitted in all components of assessment, but that explicit attention will need to be given to including questions that test algebraic insight. A plan for minimising inequity is proposed.