Assessment in Calculus in the Presence of Graphics Calculators

In this paper we explore the extent and nature of students ’ calculator usage as determined from examination scripts in the Western Australian Calculus Tertiary Entrance Examination. Errors made and understanding called upon are discussed for seven questions. The inquiry highlights that skills associated with graphical interpretation need to be the subject of instruction, and that an awareness of the differing cognitive demands of graphical interpretation is needed when setting assessment items. Graphics calculators have been assumed equipment in Western Australian Tertiary Entrance Examinations (TEE) for mathematics, chemistry, and physics since 1998. This paper reports our findings on the extent and nature of students ’ use of graphics calculators in the 1999 Calculus TEE. We discuss results for seven questions from the 20-question paper. A major part of the inquiry is to consider the types of mathematical understanding called upon in calculator-assisted solutions. Implications of the examination outcomes for teaching and assessment are discussed. The significance of the paper is that it reports examination outcomes for a large cohort in an upper-secondary context, where graphics calculators wer