Критериально-уровневый подход к разработке учебно-диагностических материалов для формирования финансовой грамотности

Отечественная и зарубежная педагогика. 2023. Т. 2. № S1 (90). С. 65–87.

Рутковская Е. Л., Козлова А. А., Kolachev N.

The relevance of the article is determined by the need to introduce a criteria-level approach into the educational process, which is relevant for the modern school in the context of solving the problems of achieving the educational results declared in the Federal state educational standards. The article reveals approaches to determining the criteria and levels of complexity of tasks included in the Bank of tasks for financial literacy, developed in 2019–2022 at the Institute for Education Development Strategy of the Russian Academy of Education under the state assignment of the Ministry of Education of the Russian Federation as part of the project “Monitoring the formation of a functional student literacy.” The subject of the analysis was the criteria for identifying the levels of complexity of financial literacy tasks, multi-level complex tasks for financial literacy, and the results of their approbation.

Keywords: финансовая грамотность, Функциональная грамотность, financial literacy, functional literacy, task difficulty levels, complex tasks, bank of financial literacy tasks, уровни сложности заданий, комплексные задания, банк заданий по финансовой грамотности