The article describes approaches to evaluation of noncognitive skills on the basis of formalisation of certain definitions allowing to render this process automatic.

The paper presents formulation of the problem of evaluation of meta-subject and 'noncognitive' skills in view of increasing requirements to their development at all levels of education in Russia. We have conducted a comparative assessment of classification features of meta-subject skills found in Russian and foreign literature, formulated objects of evaluation of 'noncognitive' skills and basic requirements to results of evaluation. The article presents main forms of inspection of development of universal learning activities.