Graphics calculators are powerful tools for learning mathematics and we want our students to learn to use them effectively. The use of these hand held personal computers provides opportunities for learning in interactive and dynamic ways. However, it is not until their use is totally integrated into all aspects of the curriculum that students regard them with due importance. This includes their use in all kinds of assessment tasks such as assignments, tests and examinations as well as in activities and explorations aimed at developing students’ understanding. The incorporation of graphics calculators into assessment tasks requires careful construction of these tasks. In this paper, discuss issues of equity relating to calculator models, levels of calculator use and the purpose and design of appropriate tasks. We also describe a typology we have developed to assist in the design and wording of assessment tasks which encourage appropriate use of graphics calculators, but which do not compromise important course objectives
