Diagnosis of the level of functional literacy formedness of primary school students

The article examines the concept of functional literacy from the point of view of its independence and differentiation from general literacy. The differences between these terms as denoting fundamentally different concepts in education are described. It is noted that functional literacy is an individual's ability to consciously use acquired knowledge and skills in their practical activities. It is argued that the phenomenon in question is a key component of the modern educational paradigm. The main problems of assessing the level of functional literacy formation are outlined. The basic methods of its diagnostics in primary school students according to international standards (PIRLS, TIMSS) and national assessment systems (NIKO) are defined. The presented research can be useful for the application of diagnostic methods by primary school teachers and local educational authorities to develop local test methods for diagnosing the level of functional literacy of primary school students.