Introduction the actuality of the work

The subject of the study will be modern means of assessing the level of formation of communicative competence in foreign languages.
The purpose of the study is to identify assessment tools that can help determine the level of formation of communicative competence in foreign languages.
Research objectives:1 to determine the role of the subject "Foreign language" in school. 2 to analyze the universal learning activity ULA in the system-activity approach. 3 define the concept of "competence", "communicative competence". 4 formulate criteria for assessing the formation of UUD. 5 to study what means of assessing communicative competence exist.
The structure of the work: this work consists of Introduction,two chapters, conclusion, list of used literature. The first chapter is about CEFR as a system of assessment of language skills. In second chapter, it was considered about testing and assessing in CEFR
CHAPTER I. CEFR AND ANOTHER SYSTEM OF LEVELS OF FOREIGN LANGUAGE PROFICIENCY
In the Chapter I it was considered about CEFR at all.The result of over twenty years of research, the Common European Framework of Reference for Languages: Learning, Teaching, Assessment CEFR is exactly what its title says it is: a framework of reference.
It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency.
This section provides a brief historical overview of the development of the CEFR.
The CEFR: a non-prescriptive document
The CEFR does not represent a revolution but is part of an evolution of practice
1960’s: Language learning for communication initiatives
1970’s: Specifications for language learning objectives
1990’s: A descriptive scheme and scaled descriptions of L2 proficiency in any language
The CEFR is used in Europe but also in other continents. Available in 40 languages, it is the second most translated document of the Council of Europe – after the Convention of Human Rights.
The CEFR: a non-prescriptive document
As a common framework of reference, the CEFR was primarily intended as a tool for reflection, communication and empowerment. The CEFR does not tell practitioners what to do, or how to do it. It is a tool for reflection for all professionals in the field of foreign/second languages with a view to promoting quality, coherence and transparency through a common meta-language and common scales of language proficiency.