The article describes a system of diagnostic techniques for identifying the level of development of metasubject skills of students during the transition from primary school to the general school (based on the subjects "Literary reading" and "Literature"). An analysis of the diagnostic results shows that the proposed diagnostic tasks and methodological approaches to their assessment help to determine the grounds for differentiating education in both primary and secondary schools, to identify the relationship between meta-subject and subject results in the process of teaching literary reading and literature.
pedagogical diagnostics; diagnostic task; metasubject achievements; differentiation of teaching; primary school; general school
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