How Teachers Experience the Digitisation of Mathematics Assessment: Insights from Aotearoa New Zealand’s Numeracy Common Assessment Activity

Abstract Globally, the digitisation of high-stakes assessments has gained momentum. Introduced in 2024, the Numeracy Common Assessment Activity (CAA) is Aotearoa New Zealand’s first nationwide high-stakes digitised mathematics assessment. This study explores teachers’ perspectives on the digital format of the Numeracy CAA, with attention to how they experienced the transition from traditional paper-based mathematics assessments. Semi-structured interviews were conducted with nine secondary mathematics teachers in Tāmaki Makaurau Auckland to capture their views and perceptions of the assessment’s digital implementation. The analysis revealed four key themes related to the changes and challenges they encountered: (1) equity issues and opportunities associated with the digital format; (2) teachers’ preferred assessment modes and pedagogical responses to assessment digitisation; (3) concerns about the forms of mathematical knowledge that can be demonstrated digitally; and (4) perceptions of students’ experiences of the assessment process. The findings indicate that assessment digitisation in mathematics is far from neutral and underscore the need for policy and professional development initiatives that support teachers through this shift.