The result of every course implies aquisition of course contents or learning outcomes by the learner/student. The choice of types and approaches of assessment of the aquisition level of learning outcomes have been a thorny issue throughout all the stages of the history of teaching methodology. The paper addresses the problem of language competence assessment. During the second semester of the 2021-2022 academic year, within the framework of experimental teaching, the ASUE Chair of Languages initiated the implementation of a new componential-cumulative assessment system for language courses. Based on the results of the approbation of the system, the survey conducted among teachers and students, as well as focus group discussions and SWOT analysis, the authors make several suggestions and adaptations to make the system more applicable and effective.