The ability to identify schematic knowledge is an important goal for both assessment and instruction. In the current paper, schematic knowledge of statistical probability theory is explored from the declarative-procedural framework using multiple methods of assessment. A sample of 90 undergraduate introductory statistics students was required to "classify" 10 pairs of probability problems as similar or different; to identify whether 15 problems contained sufficient, irrelevant, or missing information ("text-edit"); and to "solve" 10 additional problems. The complexity of the schema on which the problems were based was also manipulated. Detailed analyses compared text-editing and solution accuracy as a function of text-editing category and schema complexity. Results showed that text-editing tends to be easier than solution and differentially sensitive to schema complexity. While text editing and classification were correlated with solution, only text-editing problems with missing information uniquely predicted success. In light of previous research these results suggest that text-editing is suitable for supplementing the assessment of schematic knowledge in development.