The purpose of this thesis is to compare the former written school leaving examination to the new centralized school leaving examination, whose ordinance was enacted in Austria in 2012. Within the framework of the thesis, the subject mathematics will be focused on and tasks dealing with mathematical functions are exclusively discussed.Firstly, a theoretical insight into competence-orientation, the school leaving examination itself and its tasks as well as functions in school mathematics is given. In the empirical section, chosen tasks of the old and new school leaving examinations dealing with functions are analyzed by means of the necessary requirements regarding competences. At the same time, deficits of the tasks of the old school leaving examinations are pointed out. Subsequently, adjustments and modifications for the tasks, which do not meet the criteria and requirements of the centralized tasks, are suggested in order to live up to the standards. The analysis shows that the tasks of the former written school leaving examination usually reveal deficits regarding the demands of competence-orientation. Therefore, they do not correspond to the requirements of the centralized Austrian school leaving examination. When complementing and editing the tasks such as applying one of the prescribed task-formats, though, they can represent interesting tasks as well.