---

Since the establishment of formal education in Iran, there has always been an emphasis on the application of mathematics in real life situation. To measure students’s competencies in applying mathematics in real life situations, there is a need to design a test with this purpose. During the current decade, PISA has been conducted in various countries to measure sudents’ competencies needed for solving real life problems in 15 years old. Because of the reliable systematic framework of PISA regarding mathematics literacy (ML) as a construct, agreed by mathematics experts, PISA framework has been chosen as a suitable framework to design a test to assess students’ competencies for ML. In this paper, we explain the stages of designing a similar test for the Iranian students of the same age. The approach to design the test is cognitive-diagnostic according to the framework of PISA and required modifications were made based on mathematics teachers’ viewpoints in Tehran. The final test items are based on three processes of mathematics literacy which consist of formulation employment and interpretation/ evaluation, and six cognitive competencies including communication, mathematising, representation, reasoning and argument, devising strategies for solving problems and using symbolic, formal and technical language and operations, in addition, four real context of personal societal occupational and scientific and finally four content area of quantity uncertainty and data change and relationships and space and shape.

---

The purpose of this paper is to examine the patterns of Montessori, Waldorf, and Bank Street in three axes; the type of view of the child and his / her agency, children's evaluation, and the quality of the educational environment using descriptive methods and qualitative content analysis. Findings of this research in the first axis in all three models indicate the uniqueness, ability, agency, and competence of the child in constructing and transmitting meanings, emphasizing hearing the child's voice and following it by educators and adults. The second axis also emphasizes the child's well-being and her active participation in monitoring her learning and achievements, and in this regard, the evaluation process is aimed at developing children's sense of agency. According to the third axis, the environment is a key element in the quality of children's development and learning, and to some extent in the development of children's sense of agency.