Mathematics achievement is a construct used to represent the level or nature of demonstrated learning in relation to a specified domain of mathematics.
Mathematics achievement can be assessed at either an individual or a group level and hence can be described as a multilevel construct (Zumbo and Forer 2011). At the individual level, mathematics achievement represents the knowledge and skills a person has learned in particular areas of mathematics. At a group level, mathematics achievement represents the demonstrated learning of a classroom, school, school district, state, or country, and can serve as an indicator of educational opportunities. In research and policy contexts, mathematics achievement is usually measured with standardized tests or assessment procedures. These tests can include both multiple choice and constructed response items.
