The complexity and diversity of problems of assessment in education, the widespread use of tests in school and University practice, led to the urgency of the problem of training future teachers, strong theoretical foundations of testing understanding of ways of assessing learning outcomes, methods of educational measurement educational achievements of learners by means of mathematical processing of results of testing. The lack in actual practice, a clear mechanism of assessment of learning outcomes based on the traditional means of control leads to subjectivism, the non-comparability of assessments and, consequently, to their devaluation. A fundamental change in the established practice of evaluation is only possible on the basis of the transition from subjective to objective evaluation measurement of students knowledge, to the processing of results with the help of mathematical methods of system analysis, the theory of large numbers, statistics and computer technology (computer programs: StatSoft Statistica, MS Excel). The analysis of the answers to the questions: what, what and how to measure, using what tools, how to evaluate the accuracy of the measurement, etc., allowed us to identify a key concept – test task, and the associated analytical characteristics (index of difficulty, the correlation coefficient etc.) and geometrical methods of representation and description (solutions form, geometrical image of test item, histogram of the distribution of test results). The application of the described methods of analysis and presentation of results of testing equip future teachers with modern methods and effective means of practical work in the field of testing.