The production of a problem bank for Year 11 mathematics students forms the content of this thesis. From an original collection of approximately 100 problems, 30 were chosen representing the areas of algebra, geometry and arithmetic. The RASCH method was used for calibrating the problems using partial credit scoring. There were 452 students in 37 Year 11 classes from 8 Victorian secondary schools that participated. Details of the selection, administration and use of the problems are discussed. Some of the difficulties such as finding problems at the appropriate level of difficulty, establishing a suitable classification for them, defining a marking scheme for their solution and the interpretation of the analysis of the scores are also given. The problem bank in its final form contains 23 problems, and could be used by Year 11 mathematics teachers for assessing students' progress in mathematical problem solving. For ease of use the problems are categorised by area of study and level of difficulty. The methodology involved in developing the problem bank, the processes of selecting and categorising problems and the analysis of student attempts to solve them would also be helpful for these teachers as they incorporate problem solving into their VCE courses.