The article discusses the relevance of the designing of task models for the standardized assessment of the formation of universal learning activities and the achievement of meta-subject (cognitive) learning outcomes in school education. The authors examine the possibilities of using modern forms of control for an objective assessment of the achievement of meta-subject results. The researchers compare the learning outcomes of geographic education and the desired meta-subject results. The possible contribution of school geography as a complex of sciences in the formation of cognitive skills and achievement of metasubject results is analyzed. The paper also considers the models of tasks for controlling the universal learning activities and inter-subject concepts, especially in the context of the formation of skills and abilities in the sphere of functional (reading, informational) literacy. Examples of tasks for verifying universal educational activities on the subject content of school geography, interdisciplinary content (geography, history, social science), on content that goes beyond the boundaries of school subjects are presented by the authors.
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