AKO (NE)TESTUJEME ČÍTANIE S POROZUMENÍM – ČITATEĽSKÁ GRAMOTNOSŤ NA POZADÍ INTERPRETAČNEJ KOMPETENCIE

The paper discusses reading literacy and its ways of measurement. On the background of changing approaches to (reading) literacy, the author points to the reality that current method of reading literacy assessments in the Slovak school-leaving exam’s external part (of Slovak language and literature at High schools) is not quite as efficient as it could be. The cause lies in the generous proportion of testing items focused on text samples meaning identification instead of on critical reading measuring. Another reason is the direction of thinking about reading literacy, which prioritizes rigorous measures of formal logic before pragmatics. The author suggests considering a widening number of tasks in interpretative competency’s weightage and incorporating samples of administrative texts into the test.