Аннотация
Introduction: This study investigates the development and implementation of unified electronic assessment platforms in Kazakhstan’s educational system, addressing critical gaps between internal institutional evaluation processes and external quality assurance requirements. The research examines how these platforms function as social projects that transform educational relationships and assessment practices beyond their technological functions, focusing specifically on implementation dynamics across Kazakhstan’s diverse educational contexts between 2021-2023. Methods: A sequential explanatory mixed-methods approach was employed, combining quantitative survey among 2,794 respondents with qualitative case studies across 24 educational institutions from diverse geographical regions. Analysis techniques included structural equation modeling, multivariate analysis of variance, hierarchical regression, and thematic analysis of qualitative data. Results: The unified platform reduced administrative workload by 42%, improved assessment consistency by 37%, and increased data accessibility by 86%. Urban-rural infrastructure disparities were substantial, while leadership commitment emerged as the strongest implementation predictor. Structural equation modeling identified four critical implementation components: technological infrastructure optimization, stakeholder engagement, quality assurance mechanisms, and regulatory alignment. Discussion: The findings demonstrate that unified assessment platforms function as transformative social projects rather than merely technological implementations. Implementation success varied significantly across institutional contexts, highlighting the importance of context-sensitive approaches. The correlation between assessment practices and educational outcomes strengthened dramatically following platform implementation, while rural institutions reported higher educational equity impacts despite implementation challenges. Novelty: This research introduces an integrated socio-technical perspective on educational assessment platforms, conceptualizing them as social projects that reconfigure educational relationships and assessment cultures. The study develops a comprehensive implementation framework specifically calibrated to Kazakhstan’s educational context, advancing theoretical understanding of assessment digitalization in transitional educational systems.