A criteria-basis approach to estimating universal learning skills of schoolchildren in training mathematics

The article studies the composition of universal learning actions in the aspect of determining the approach to measuring the level of their formedness. The basic composition of these actions is singled out, their structure is described basing on the wellknown structure of learning actions, and the basic principles of formedness are formulated. Besides, the article specifies a set of indicators of each criterion for the formedness of a basic universal learning action and justifies their sufficiency and validity for the creation of effective means of evaluation.