This paper reports on an experiment comparing students’ results on image-rich numeracy problems and on equivalent word problems. Given the well reported problematic nature of word problems, the hypothesis is that students score better on image-rich numeracy problems than on comparable word problems. To test the hypothesis a randomized controlled trial was conducted with 31,842 students from primary, secondary, and vocational education. The trial consisted of 21 numeracy problems in two versions: word problems and image-rich problems. The hypothesis was confirmed for the problems used in this experiment. With the insights gained we intend to improve the assessment of students’ abilities in solving quantitative problems from daily life. Numeracy, word problem, image-rich problem, randomized controlled trial, assessment