The assessments included ten tasks which investigated students processes and skills in the use of money. Mathematical processes concerned with money have strong relevance to everyday life, and require that students develop understandings and skills which allow them to identify and estimate value, make informed judgements, solve problems and know that calculations are correct.

Two tasks were identical for both year 4 and year 8. Four tasks had overlapping versions for year 4 and year 8 students, with some parts common to both levels. Two tasks were attempted by year 8 students only, and two by year 4 only. Four of the ten tasks have been selected as link tasks to be used again in the year 2001, and therefore are not described in detail here. The other tasks are released tasks for which full details are given.

The chapter presents the assessment tasks in the following order:

Results show that a high percentage of year 8 students and a moderate percentage of year 4 students gave accurate answers when using real money to answer questions concerned with counting, value, calculating and giving the right change. On straight computational examples, percentages correct at year 8 ranged from 31% (e.g. $66.00 20) to 87% (74¢ + 46¢), compared to a range at year 4 of 8% (e.g. $154.34 - $27.36) to 40% (74¢ + 46¢). In a set of number and word problems involving money, the range of percentages for correct answers show considerable variation in confidence to apply understandings and make calculations involving more than one step. At the year 8 level, many students struggled to calculate the value of discounts on priced items. Overall, results show clear progress between year 4 and year 8. On task components common to both year levels, on average about 40 percent more year 8 students than year 4 students achieved success.