Abstract. This article provides a comprehensive analysis of the theoretical and methodological foundations for designing test tasks based on the STEAM approach in primary school mathematics lessons. Within an integrative approach, a model for developing test items, a mechanism for classifying them according to Bloom’s taxonomy levels, and the results of experimental research are scientifically presented. The findings of the study indicate that STEAM-based test tasks contribute to the development of students’ logical, critical, and creative thinking competencies.