Abstract
The aim of the article is to analyze the specifics of modern approaches to assessing the quality of primary education in Kazakhstan, to identify key features, challenges, and prospects for their application in the context of updating the content of education and implementing national and international standards. The article presents a substantive analysis of regulatory documents governing the assessment of education quality in primary schools and the development of functional literacy among younger schoolchildren, as well as the results of monitoring the academic achievements of fourth-grade students in schools in the city of Astana. The following research methods were used: theoretical analysis of sources, comparative analysis, generalization, testing, experimentation, and methods of mathematical and statistical data processing. The author examines issues of improving the quality of primary education, the procedure, and the levels of the National System for Assessing the Quality of Education. Based on a comparative analysis of international studies on the development level of functional literacy among primary school students, the author proposes methodological recommendations for improving the curricular content of primary education. A significant difference in the levels of functional literacy development between students in Kazakhstan and Russia was also established.