Provision of quality public services has been in great concern of many governments for longer period of time. An interesting fact could be observed that, as to the demand and supply of digital public services, some developed European countries could lag behind some upper-middle-income countries. The paper explores differences in digital public services provision (supply side) and use (demand side) between the Czech Republic and Kazakhstan. A document analysis was done and a comparative study based on secondary data was elaborated. We can confirm that even a country from outside of the EU (Kazakhstan) can provide a better organized supply of digital services than an EU member state (Czech Republic) at least on the national level. According to the Digital Economy and Society Index (DESI) benchmarking, there are also significant discrepancies among national, regional and local services in the EU. The same phenomenon is also reported from transitional countries like Kazakhstan.

The relevance of this study is determined by the algorithm developed for test task selection. The purpose of this article is to develop this test task selection algorithm having single and multiple-choice answers with various blocks of reactions. The main approach to the study of the problem is the construction of a mathematical model to calibrate test task parameters and the university students' scale of knowledge level. The study has proven insufficient use of the classical theory of testing in an objective assessment of students' knowledge. The method for calibrating test task parameters is developed. Scales of testees' readiness level are defined. The adequate size of test reliability coefficient is found. The rule for test task selection is formulated. A formula for the complexity degree of a test task is found. An algorithm for allocation of test task types with unambiguous and multiple-choice answers with various blocks of reactions is offered.