In recent decades the need to modify teaching goals with a view to greater emphasis on the development of key competences has been the subject of continual discussion in the educational community. This contribution focuses on the measurement of learning competence, which is acquiring ever more importance thanks to the increasing need to process a large quantity of information and adapt constantly to changes brought about by technological progress and other contemporary phenomena that affect the job market and civic life. Competence in learning has been comprehensively conceptualised by colleague from the University of Helsinki, who in order to measure it have created a comprehensive tool directed to four domains: learning, thinking, the organisation of learning and emotional self-regulation. In the years 2011−2013 the tool was translated into Czech and applied in a pilot study of 294 pupils of the 4th grade, 424 pupils of the 6th grade and 312 pupils of the 9th grade. On the basis of the results of the pilot study the tool was modified and reduced and its cognitive components were then administered to a representative sample of 6,200 pupils of the 6th grade together with tests of reading and mathematical literacy, a language test and a lengthy questionnaire. The contribution describes the Finnish concept of competence for learning and the functioning of the Finnish test in Czech conditions including the connections between the targeted learning competences and the results of the other cognitive tests. The contribution then discusses the possibility for the blanket exploitation of the tool in Czech schools for formative evaluation.