The ACME report on assessment of problem solving:
• considers the assessment of problem solving in public tests and examinations across all key stages of mathematical development in the light of recent reforms (section 2);
• describes the desirable characteristics of questions used to assess problem solving (section 3);
• sets out actions for policymakers, awarding organisations and the mathematics community
to ensure that improvements in the quantity and quality of problem solving in mathematics tests and assessments are realised over time (section 4).
Section 5 concludes: “If all young people are to successfully progress into university or employment well prepared for the mathematical and quantitative demands of the modern world, there is a clear need for improvements in the teaching, learning and assessment of problem solving across all phases.”