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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 ofdoi:10.32589/im.v0i1.122535 doaj:765c53e9b5d14608876bedda7a97eae4 fatcat:a3jqmfsi5ncnzowwtf774iqxaq