This workshop examines how assessment tasks function in practice. Participants will work in small breakout groups with a set of 2 to 4 mathematical tasks (Link to Tasks), using them as a starting point for analyzing how tasks produce evidence about student thinking. For each task, groups will consider:
● What mathematical ideas does the task target?
● What strategies might students use to solve it?
● What misconceptions might appear in student responses?
● Does the task effectively measure the intended mathematical understanding?
● What features of the task support or hinder student reasoning?
● How could the task be adapted to better reveal student thinking?

The workshop concludes with the construction of a shared cognitive model derived from the breakout discussions. This model is not intended to serve as a full psychometric framework. Instead, it acts as a practical map of the thinking, strategies, misconceptions, representations, and inferential limits associated with the selected tasks. We will then discuss the use of this model as a practical tool for understanding what student responses reveal, and do not reveal, about mathematical thinking.