This paper provides a critical analysis of the data-handling items contained in the 2008 Australian national Years 3, 5, and 7 numeracy tests from a number of perspectives, namely, congruence with the concept of numeracy, alignment with the Australian National Statements of Learning for Mathematics (Curriculum Corporation, 2006), and alignment with the Statistical Thinking Framework developed by Jones et al (2001). Overall the test items reveal a limited focus with respect to item content, type of tasks, and method of response. The majority of items limit students to analysing data presented in tables and graphs, with some items requiring interpretation of the data. Gaps in the data-handling skills required by students to answer the questions are identified.