The accelerating digital transformation of education has invigorated research on measurement tools capable of capturing mathematical achievement with precision, scalability, and pedagogical fairness. This study analyzes contemporary trajectories in the design of mathematics tests, emphasizing adaptive computer‐based formats, item‐response–theory (IRT) modeling, and analytics-driven feedback systems. Drawing on a mixed corpus of empirical evidence from secondary and tertiary contexts, we contrast traditional fixed-form examinations with algorithmically generated item banks and intelligent tutoring back-ends. Methodologically, we synthesize psychometric simulations with field trials involving 1 246 learners in Uzbekistan and the Russian Federation. Results reveal statistically significant gains in diagnostic reliability and decision validity when adaptive sequencing and real-time error analysis inform test assembly. Discussion addresses implications for national qualification frameworks and for the Higher Attestation Commission’s mandate to align assessment with competency-based curricula. The article concludes by proposing an integrative model wherein formative analytics, cognitive complexity metrics, and equity safeguards coalesce to guide future mathematics assessment.

Mathematics assessment, adaptive testing, item response theory, digital analytics

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