Which of the following is not an effective strategy to assess primary level students learning in Mathematics?

Options

A. Using primarily group administered tasks.
B. Designing tasks to differentiate between rote memorisation and conceptual understanding.
C. Analysing children's errors to understand their reasoning
D. Designing tasks which elicit more than one level of response.

Explanation

To determine which of the following strategies is not effective for assessing primary level students' learning in Mathematics, we will analyze each option provided.

### Step-by-step Solution:

1. **Understanding the Question**: The question asks us to identify which strategy is not effective for assessing primary level students’ learning in Mathematics.

2. **Analyzing Option A**:
- Option A suggests using a group-administered task.
- This means that students would be assessed in groups rather than individually.
- While group tasks can foster collaboration, they may not effectively assess individual understanding, as one student’s performance can overshadow another’s.

3. **Analyzing Option B**:
- Option B involves designing tasks that differentiate between rote memorization and conceptual understanding.
- This is an effective strategy because it helps students focus on understanding the material rather than just memorizing it.

4. **Analyzing Option C**:
- Option C is about analyzing children's errors to understand their reasoning.
- This is also an effective technique as it provides insights into students’ thought processes and helps identify areas where they may be struggling.

5. **Analyzing Option D**:
- Option D involves designing tasks that elicit more than one level of response.
- This strategy allows for a range of answers and can help assess deeper understanding, making it effective.

6. **Conclusion**:
- After analyzing all options, it is clear that Option A (group-administered tasks) is not an effective strategy for assessing individual learning in Mathematics at the primary level.
- Therefore, the answer is **A**.