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Training in economics is one of the relevant scholarly problems in terms of theory and practice. The rapidly developing information technologies, the digital document circulation and other recent aspects of professional activities in economics require new approaches not only to training and learning content, but also to new assessment methods. Assessment is no longer limited to determining the level of knowledge and of skill acquisition: it also comprises the individual trajectory of oneâ€™s professional development. Among the most pressing challenges in present-day higher education is training of professionals who satisfy the requirements of the job market, the employersâ€™ demands and national development strategies. Finding answers to this challenge will allow university graduates to get involved in resolving the most complicated problems related to national economic development in general and to national needs. Teaching students to evaluate their professional level and to make decisions on developing their professional competencies is one of the new assessment methods in master programs training highly qualified specialists. The present article examines the assessment of the learnersâ€™ achievements in training programs in economics and presents the didactic assessment model entitled â€˜The Thematic Assessment Setâ€™, based on the competence approach.

Modern Approaches to Assessing the Learners’ Achievements in Training Programs in Economics