Abstract
The article deals with the features of assessment of European schoolchildren’ plurilingual competence. The author presents the concept of plurilingual competence and outlines the differences in the objects of assessment in foreign language learning and multilingual education. It is determined that the policy of language evaluation is the embodiment of language policy; it can be used as a tool of discrimination and therefore requires special attention. It was found that assessment of multilingual competence in Europe is connected with willingness to mobilize multilingual repertoire of personality for study and life in society. It is concluded that the formative assessment of plurilingual competence in schools of European countries is provided with the tools for its successful operation. The mandatory features of the evaluation procedure of academic achievements of students in the context of plurilingual education are shown, as well as presented characteristics of assessment in the context of immersive and receptive technologies.
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