The article is devoted to the problem of automatic processing of results in multilevel testing. One of the main problems of innovative education is the task of forming the ability to find relationships between known and unknown phenomena and streamline mental actions, according to known algorithms, and also compose them independently. Already at the primary school, the process of solving most problems is not one-step, but comes down to a chain of successive steps. When using multilevel tests based on the use of branched multivariate tests, the suggested answer choices can by themselves serve to create new embedded tests related to each of the options in the main test. Additional proposed options for selection in each case are formed with the aim of the user trying to confirm the reasons for his choice, indicating from the new list of reasons for which he made the appropriate choice. Solving problems with the help of computer simulators can be one of the ways to model the creative process, which is a multi-level decision-making structure. In accordance with the structure of the multi-level test, the diagnostics based on the results of working with it can be carried out taking into account several levels of control. The article presents the criteria for evaluating the results of selected response options.

The use of a brabched multi-level testing system can serve not only the purposes of testing the learning material, but also the development of creative thinking.

Keywords: mathematical education, multilevel testing, multivariable testing, algorithmic thinking, creative thinking, gifted children.