I am a doctoral researcher in mathematics education, specialising in the construct validity of large-scale mathematics assessments. My research examines how assessment design, psychometric modelling, and digital item functionality influence the interpretation of students’ mathematical knowledge. Drawing on Rasch measurement theory and explanatory item response modelling, I investigate the relationships among assessment frameworks, empirical student responses, and sources of construct-irrelevant variance in national and international assessments, including PISA and the Swedish national mathematics tests. My work focuses on improving the validity, interpretability, and fairness of mathematics assessment in increasingly digitalised educational contexts.