Abstract
In this article, a comprehensive study is presented on the effectiveness of various strategies of educational monitoring in primary schools in Kazakhstan. The research employed a mixed-methods approach, combining both qualitative and quantitative data. The results indicate that technology-based assessments are highly effective in urban settings but less so in suburban and rural areas, highlighting a digital divide. Traditional methods such as written tests and teacher observations remain significant across all regions. Peer evaluation, although useful for specific skills, has a lesser direct impact on academic achievement. Integrating both modern and traditional methods can cater to diverse learning needs.