Objective: When creating math assessments, teachers should consider whether they want to assess only pure mathematical knowledge of the skill and recognize when results might be affected by students' non-math skills such as reading, attention, and working memory.

Teacher Takeaways: a) When students are still developing a math skill, consider asking questions that do not require them to use other skills, such as reading comprehension (complex words problems), working memory (extra calculations, such as double digit math when single digit math could as easily demonstrate mastery), or visual skills (difficult diagrams, or including too many problems on a page). b) Provide a sufficient number of problems to assess mastery, but consider if offering too many problems might affect students who have weaker attention, working memory, or processing speed. These students might have good understanding, but are not able to sustain the focus to answer all the problems well.