In this article, a study was conducted on the use of tests in English lessons. This research aimed to investigate modern ways in which tests were used to assess knowledge of English in non specialist faculties, and to identify productive methods for implementing the test tasks for students in higher education institutions. The methodology of this research was based on a theoretical analysis of scientific and methodological studies, systematisation of the findings of earlier sources, and the practical application of interactive methods of testing proposed by the British Council. It was established by the empirical methods that creative tasks help students to monitor and improve their skills. It was discovered by the observational methods that students completed tasks online using the material of the tests. As a result of the use of test tasks, the controlling, developmental, and corrective functions of tests were identified. By the method of pedagogical analysis, it was determined that accessibility, systematicity, simplicity, adequacy of assessment, and differentiation are the main principles of control. Following practice, accuracy, developed speaking skills, and language proficiency in English were identified as common estimation criteria for assessing students’ foreign language competence. By the method of diagnostic activity, there were detected the aspects of knowledge control: the degree of mastery of English topics, the acquisition of lexical and grammatical minimums, the ability to apply knowledge, and the use of additional literature. and logical speaking. The practical value of the research lies in the students’ ability to identify and correct errors quickly, check results, and independently improve their skills; in motivating future specialists to study English; and in providing useful insights for foreign language lecturers to test students’ knowledge in non-specialist faculties