There’s a slight issue with some of your wording. Measuring and calculating a quantity are two very distinct tasks - one is experimental in nature, and one lies upon mathematical formalism and theory. That is not to say that they are entirely separate, but it’s worth noting from a pedagogical standpoint.
Fundamentally, the answer to your question relies on the notion that kinematics vectors, be they accelerations, velocities, positions, etc, all can be resolved into components which can then be measured or calculated independently of the other components. The way in which we resolve these vectors is with respect to a particular basis. That which we are most familiar with is the Cartesian basis, and is essentially the $x,y,z$ coordinate axes in $\mathbb{R}^3$.
So, we might have a velocity vector given in the following form,
$\vec{v} = v_x \hat{x} + v_y \hat{y} + v_z \hat{z}$,
wherein $\hat{x},\hat{y},\hat{z}$ just represent the $x,y,z$ directions. We have the speed defined by:
$v = \sqrt{v_x^2 + v_y^2 + v_z^2}$,
and you may convince yourself that we can change a particular component of $\vec{v}$ without changing the value of the speed, $v$.
So, the way that we would measure or calculate this quantities if we have unchanging speed but changing velocity is simply to measure or calculate them independently of the other vectors. It’s the same exact type of problem as your $2$ dimensional kinematics problems wherein you throw a ball off a cliff and have to calculate the initial and final speed… your analysis simply treats the $x$ and $y$ (horizontal and vertical) directions independently of one another.
I hope that’s helpful!