The publication focuses on criterion-referenced testing of mathematical knowledge and skills of students after completing the second cycle of education. Its aim is to present the process of creating and verifying a criterion-referenced test in mathematics, which was designed in accordance with the current educational standards and the updated theoretical framework of mathematical education. Special attention is paid to the connection between mathematical content, cognitive complexity of tasks and developed mathematical competencies. The publication includes a specific test consisting of 24 tasks. The test was designed as a tool for measuring a one-dimensional construct - the level of mathematical abilities. An important part of the work is a detailed statistical evaluation of the test, which allows assessing its psychometric properties, the quality of individual items and the reliability of measurement. Modern statistical approaches are used to analyze the results, in particular the methods of item response theory (IRT), which allow modeling the relationship between the latent level of students' abilities and the characteristics of test tasks. In addition, the publication also analyzes the differences in results from the perspective of gender and school type through multilevel statistical modeling. The aim of the publication is not only to present a specific example of a criterion-referenced mathematics test and its evaluation, but also to point out the possibilities and contributions of criterion-referenced assessment in contemporary school practice. The text can serve as a methodological aid in the field of mathematics didactics, pedagogical research, mathematics teachers, student teachers, as well as all those involved in the creation, implementation and interpretation of assessment tools in education.