Assessment of educational outcomes as a learning strategy

change in evaluation methodology is defined by changes of social, cultural and educational situations. The significance of this problem solution is due to the need for practical application of new assessment requirements. Based on the analysis of fictional texts the main concepts have been elaborated and clarified: assessment, learning strategy, formative assessment, criteria assessment, meaningful evaluation. The concept «learning outcome assessment as an educational strategy» has been defined within this research as providing information to achieve academic goals, coordinating learning process and evaluation with the values, age and students’ idiosyncrasies. This data enables effective teacher control over learning processes, as well as student autonomy. Practicing teachers worked out conditions for the realization of learning outcomes as learning strategy, namely, implied choices and criteria frame in assessment, teacher’s trust, etc. Among the factors preventing this realization are parents’ fixation on the grade, ambiguous teachers’ requirements, labour intensity of changing the assessment system, the five-point system. Special attention is given to students’ self-assessment based on options in the process of assessment. Analysis of educational practice revealed teachers’ positive attitude to the idea of learning outcomes assessment as a learning strategy, as well as some problem areas in the realization of this project.