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This article is concerned with the level of reasoning needed to complete state examinations in mathematics and science at lower secondary level in Ireland. The authors used Lithner’s (2008) Creative Reasoning Framework to classify tasks in three years of mathematics examination papers. They adapted this framework to do the same for science. It was found that most examination tasks require imitative reasoning rather than creative reasoning, and the small modifications can alter the type of reasoning required in tasks. The authors recommend that attention to task design needs to be at the forefront of teaching, learning and assessment.
