Methodological bases of assessing the components of higher school student cognitive learning with due account of continuity

The inuence of the implementation of the continuity cognitive learning model of Economics higher school students on the quality of readiness to professional activities is substantiated. Views on the characteristics of formation levels of components of higher school student cognitive learning are discussed: motivation aim, learning operation, estimation reection. Criteria and methods of assessing the formation of components of readiness of higher school student cognitive learning are revealed. The objectives of continuity in cognitive learning are presented with respect to the education level of the higher school students.