This position paper considers the need for a new perspective on assessment in examining the place of quantitative literacy in a reform-based curriculum. Quantitative literacy, an ability to apply quantitative ideas in new or unfamiliar contexts, is essential for any individual who wishes to participate fully in democratic society. Alongside growing awareness of the importance of this quantitative reasoning capability is a curriculum reform movement that emphasises values-based, authentic experiences over discipline-based learning. In Tasmania, this curriculum reform is centred on five Essential Learnings: thinking, communicating, personal futures, world futures and social responsibility. The very nature of quantitative literacy necessitates its assessment in connection with its context, in this case, the key elements of the Essential Learnings. Examination of existing assessment practices points to the need for an assessment model that enables concurrent assessment of two major elements: the quantitative skills and concepts being applied and the contextual elements within which they are being applied. This is demonstrated with two examples of external assessment items and two examples of classroombased units of work. This paper discusses the issues whose resolution will contribute to the development of a new model of assessment of quantitative literacy in the new reform-based environment.