ASSESSMENT SYSTEM FOR READING LITERACY IN UZBEKISTAN’S EDUCATION SYSTEM

Abstract

This article provides a scientific and theoretical analysis of the system for assessing reading literacy in the education system of Uzbekistan. The study examines national assessment mechanisms, regulatory frameworks, and their alignment with international assessment programs such as PISA and PIRLS. Using a qualitative analytical approach, the research identifies key criteria, tools, and challenges in evaluating students’ reading literacy. The findings indicate a gradual transition of Uzbekistan’s education system toward competency-based and functional literacy assessment models. Recommendations are proposed for improving assessment practices through the integration of metacognitive and formative assessment approaches.