Written tests through the lens of mathematical competence: how a teacher perceives feedback from test and data collected

Literature is critical with respect to the use of mathematics tests as a formative assessment method. The main criticism concerns the non-specific feedback provided and the failure to focus on how to move the teaching-learning process forward. In this contribution, we present a case study of a primary teacher who uses some suggestions to design and assess a mathematical written test by means of mathematical competence. We discuss the feedback the teacher perceives during the test design phase and the analysis of the data collected. The test design and the subsequent data provide the teacher with feed up, feed back and feed forward. Focussing on mathematical competence in the test design helps the teacher understand where and how she is going with her students and offers suggestion for future activities. Additionally, analysing the levels at which each competency appears in students' responses gives the teacher insights about activities to be undertaken.