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In this work there are indicated the neglects by young people in obligatory school-reading and pointed out difficulties in perception and understanding. For a number of reasons the today methods to control the knowledge of reading and to be informed about the actual didactic situation are ineffective. Even a summative evaluation after the completion of a certain stage of the subject does not satisfy this condition. ; The matter at issue is the function of current control in the didactic process and a concept is formed of a formative evaluation in the systemic way of work on reading, in which control is shifted to the initial and middle stage of the didactic process. ; Such sort of tests allow current informations on the didactic situation and give the oppotunity to guide the process of reading cognition and to undertake supplementary and correcting activities. A change in the stages of tests means a change in the didactic strategy of today. Tests in the didactic process can perform a series of functions, as of information, diagnosis, guidanee and shaping. ; At the end by means of tests there is introduced a general pattern of guidance of the process of reading-cognition during the multiple phases of teaching and learning literature in an organized system of work.