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Abstract
This article examines the scientific and pedagogical foundations underpinning the application of Bloom’s Taxonomy as an evaluative tool for reading literacy among primary school learners. Drawing on an analysis of current literature and educational practice, the study explores the multidimensional nature of reading literacy, its constituent elements, and the limitations of conventional assessment approaches. The article argues that Bloom’s Taxonomy, with its hierarchically organized cognitive levels, provides a robust framework for systematically cultivating and measuring students' thinking skills — from basic recall to higher-order reasoning. Special attention is given to the development of criteria and performance indicators aligned with each cognitive level, the design of cognitively differentiated tasks, and the integration of modern pedagogical methods and digital technologies in assessment practice.
References
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