The importance of providing full solutions in mathematics assessment
DOI:
https://doi.org/10.55630/mem.2026.55.223-231Keywords:
mathematics assessment, feedback in mathematics education, metacognitive skills, test preparation practices, mathematics didactics, метакогнитивни уменияAbstract
This article explores the potential educational benefits of providing not only correct answers but also detailed solutions to each question in a mathematics assessment. The analysis is grounded in theoretical principles from mathematics didactics, formative assessment theory, and established practices in preparing for standardised tests. In the context of the Bulgarian educational system, it is argued that the lack of detailed feedback in mathematics tests limits the opportunities for error correction, the development of mathematical thinking, and the cultivation of metacognitive skills in students. A review of freely available materials and regulatory documents was conducted, and these were then compared with those of other educational systems. The necessity to publish solutions in accordance with current educational standards and for test-format tasks was formulated as a result. In conclusion, the findings of this study recommend that teachers, authors of educational content, and educational institutions take note of the implications of these observations.
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