ASSESSING EDUCATIONAL ATTAINMENTS OF PRIMARY SCHOOL LEARNERS: COMPETENCE EXTREMES

Introduction. This study analyses learning standards and regulatory documents, which are regarded as a basis for providing quality educational activities in primary schools. Subjected to analysis different levels of pedagogical reflected competence characteristics, determined by the state normative documents The results conducted lead rightful conclusion about definite contradictions understanding interpreting their essence, might be extrapolated author's elucidations guidelines students’ outcomes. Despite fact that some logical conceptual inconsistencies content State Standards Primary Education have been eliminated late, its current version cannot considered ultimate conclusive, it requires further elaboration improvement. purpose this article is identify expose exposition competences, provided suggested contemporary research. Results. In rationalized extremes defining possible attainments school students interpretation compulsory Moreover, argued competence-based assessment students' academic unjustified. Conclusion. premise advanced situation there necessity pursue exploring methodological opportunities order avoid redundancy goal setting attainments. With mind, deems plausible efficacious means achieving established outcomes form scope knowledge, habits, skills abilities. acquisition aforementioned should correspond conventional objectives learning. Furthermore, emphasized also need develop functional diagnostic tools would elucidate value orientations ​​and specify strategies enhancing general mental performance.