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Professional and personal competences of a university professor are considered not only as one of the theoretical directions of pedagogical research, but also as a factor in ensuring the quality of modern higher education. Despite the constant efforts of individual researchers and international organizations dealing with educational problems on a global scale, the composition of the unified system of professor’s competences has not been drawn up yet due to the differences in national, methodological and practical approaches. The task of assessing a university professor, determining the degree of effectiveness of his educational and research activities is no less urgent. In connection with the existing tendency in modern pedagogy to assess a professor by means of the identification of his competences, the article analyses the changes in the basic competences that occurred during the period of forced remote learning. As a result of using a number of theoretical and empirical research methods, the most popular tools and techniques for assessing the professor’s performance have been identified, the attitude of the professors to the use of these methods and the objectivity of experts has been demonstrated. The directions of modernization of methods, which can be used to assess the work of university professors on the basis of modern electronic technologies in the context of digitalization of education are outlined.

University professor’s assessment in the conditions of digital transformation