CRITERIA-BASED ASSESSMENT AS A METHOD OF FORMATION OF FUNCTIONAL LITERACY

The aim of the article is to determine the role of criteria-based assessment in the modern educational process and to consider an issue of criteria-based assessment of pupils’ knowledge as the only possibility of objective assessment of educational achievements of pupils and efficient method of formation functional literacy in primary school and in middle and high school as well. The authors prove the necessity of change of approaches to the assessment of educational activity of pupils at the current stage. The authors suggest to the readers various ways of criteria-based assessment of knowledge, used by them taking into account tradition in terms of various assessment methods usage. The timeliness of this article lies in the current necessity for each teacher to understand that 21st century educational aim is to teach of being successful, useful and efficient. The article is aimed for teachers, methodologists and students of the higher educational institutions.