DEVELOPING STUDENTS’ COMPETENCIES IN UNDERSTANDING, INTERPRETING, AND EVALUATING LITERARY WORKS THROUGH PISA TASKS
Keywords:
PISA tasks, literary work, reading literacy, comprehension competence, interpretation, evaluation, textual evidence, critical thinking, literary-aesthetic thinking, literature education.Abstract
This article examines the development of students’ competencies in understanding,
interpreting, and evaluating literary works through the use of reading literacy tasks from
the PISA international assessment programme. The methodological potential of tasks
aimed at identifying information in literary texts, understanding semantic relationships,
revealing implicit meanings, recognizing the author’s position, expressing attitudes
toward characters’ actions, and supporting personal opinions with textual evidence is
analyzed. The article also substantiates the potential of PISA-type questions used at
reproductive, interpretative, and evaluative stages to develop students’ functional reading
literacy, critical thinking, and literary-aesthetic thinking. The proposed approach
contributes to developing students not as passive recipients of ready-made conclusions
but as active readers capable of independently interpreting and evaluating literary works.
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