Introduction the actuality of the work

INTRODUCTION
The actuality of the work:The issues of monitoring students' learning in a foreign language, in comparison with other problems, received much less coverage in the domestic methodological literature. Moreover, in a number of manuals this important problem was not considered in essence. So, in the methodological manuals of some methodologists, there are no special sections or paragraphs at all devoted to the peculiarities of controlling the acquisition of a foreign language by students: only a few recommendations were reported in the process of presenting methods of working on language material.
However, in order to instill in students certain knowledge and skills, it is necessary to carefully consider the methods and forms of control. It is important not only to organize control correctly, but also to systematically and systematically carry it out at each lesson. That is why the methods of continuous and intensive control of knowledge are essential components of modern education, and testing is the most important of them. Control is one of the main components of education management and education quality management. In order to manage the educational process in a real and not formal way, the teacher needs to have a variety of factual data on various aspects of the educational process.
The effectiveness of control systems and the assessment of the progress of learning effectiveness are necessary in order to reasonably judge how accurately and fully the learning goals are realized, and to make the necessary adjustments in a timely manner, to encourage students to successfully master a foreign language. One of the tasks of modern methods of teaching foreign languages ​​is the development of a system of objective and independent control.
With the advent of the 21st century, the question arose that a person of the next century should join the world culture, as well as approach the educational level of the European standard, one of the criteria of which is the knowledge of two or more foreign languages.The goal of teaching foreign languages ​​in schools is the formation of communicative competence, which includes several components, such as

- communication skills in speaking, listening, reading and writing;

- language knowledge and skills for information recognition;
- Regional and linguistic regional knowledge to ensure socialization.
Without all this, it is impossible to form communicative competence. In the process of achieving the planned result, a number of educational, educational and developmental tasks are solved.
The inclusion of regional knowledge as a full-fledged component will ensure that students learn the realities of another national culture, broaden their horizons, which will also lead to increased interest and strong motivation for learning foreign languages. They have become firmly established not only in world business, where they are the language of communication, but also in other areas, such as culture, tourism, cinematography, politics, etc.
The school today is interested in assessing the level of formation of students' competencies. Since assessment is not just a stating system, assessment stimulates the development of priority qualities of students. In addition, assessment is not only a measurement of the amount of knowledge gained during the period of study in an educational organization. These are also such important parameters as usefulness to society, creative and scientific achievements, leadership qualities, the ability to adapt in a critical situation, etc.
This paper will consider what modern means of assessing the level of formation of communicative competence in foreign languages ​​are.