DEVELOPING A MONITORING SYSTEM FOR FUNCTIONAL LITERACY THROUGH REFLECTIVE ASSESSMENT OF STUDENTS' LEARNING ACTIVITIES
Abstract
This article examines the development of an educational monitoring system aimed at enhancing students’ functional literacy through the implementation of reflective assessment practices. In contemporary education, functional literacy goes beyond academic knowledge to include the ability to apply learned concepts in real-life situations. The study emphasizes the role of reflective assessment as a formative tool that encourages students to analyze their own learning processes, set goals, and identify areas for improvement. By integrating reflective practices into classroom instruction, educators can collect meaningful data on students' cognitive and metacognitive progress. The paper presents a framework for constructing a monitoring system that supports continuous feedback, self-regulated learning, and the development of key competencies in science education, with a particular focus on chemistry lessons.
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