Опыт предоставления обратной связи в процессе оценки и формирования функциональной грамотности
The article focuses on an analysis of existing approaches to providing feedback based on a criterion-referenced approach for evaluating and reporting results with the aim to identify features that can be used in the national functional literacy instrument. Critical concepts in the field of formative assessment are analyzed, the experience of international comparative studies (PISA, TIMSS, PIRLS), and the way of providing feedback based on competency profiles are described. For comparison, the approach to providing feedback, which was used in the project “Monitoring the formation of functional literacy” in the first stage of the instrument's development and testing, is given. In conclusion, the directions for further work on the development of the instrument are featured.