Abstract
This article addresses the need for criterion-based evaluation in educational reform, focusing on the goals and tasks of planning in the updated educational system. Through pedagogical experiments, the study explores the role of 21st-century teacher competencies in developing students' skills and provides a detailed understanding of assessment types, procedures, and characteristics. The methodology reveals the structure of formative and summative evaluations, offering practical examples and scientific evidence to guide the implementation of criterion-based assessments in schools. The findings highlight the importance of clear evaluation standards and tools for effective teaching and learning. Pedagogical and psychological aspects of competence formation are researched and based. These aspects have formed the values of subject skills and criterion evaluation, defining the important concept of evaluation.