This article provides a scientific analysis of how assessment criteria in English language classes are structured across different educational stages—primary, secondary, and upper secondary levels. The study is grounded in CEFR international standards, psycholinguistic theories, and contemporary methodological approaches. The article examines the adaptation of assessment practices to age-related characteristics, the gradual development of language competencies, and the influence of assessment criteria on learner motivation. The findings indicate that a consistent, stage-based assessment system plays a significant role in effectively developing students’ communicative competence.  

Assessment criteria, CEFR, age-related characteristics

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