Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.

As a direct reaction to alarmingly poor student performance in PISA, like many other European countries Luxembourg started to establish a very ambitious school monitoring program: the Épreuves Standardisées (ÉpStan). One of the core competencies that are measured is, of course, mathematical achievement. Beginning with grade 1 and continued in grade 3 and grade 9, students’ proficiency in several mathematical sub-competencies is assessed. Students have to demonstrate their mathematical problem solving skills in theoretical as well as applied contexts. This design not only allows for tracking individual students’ development of mathematical abilities but also allows for a better understanding of factors that influence this process ̶ a rich and valuable source for the determination of risk factors and the implementation of individual support programs. However, due to the early beginning of this comprehensive program and the heterogeneity of Luxembourg’s students in terms of cultural background and spoken language, several challenges arise, especially for test development. We will present and discuss the theoretical framework of mathematical competencies that is assessed within the ÉpStan and we will show how we are currently using possibilities of computer-based assessment and test design in order to respond to these challenges.