Current legislative, curricular and pedagogical requirements in the field of language didactics involve the formation and development of communicative competences as finalities of the didactical process. In this context, as it is known, this process involves the formation of knowledge (gnosiological / knowledge level), abilities (praxiological / application level) and skills (integrative / integration level) based on the material of language expressed in its basic compartments: pronunciation, grammar, vocabulary and writing. In this context, the present work addresses the issue of assessment in the process of formation and development of communicative competences within language teaching.