The article deals with actual problem of university didactics – student self-directed learning. The main concepts concerning the self directed learning are analised: learning aims and learning outcomes, self-iniciated learning, reflection, self-evaluation. Theoretical findings indicated the main prerequisites for self-directed learning. A wide variety of factors are identified as being influential on both learner willingness and ability to engage in self-directed learning.There is a paradigm shift moving the emphasis from teaching to learning . This change has been associated with a need for more concrete and detailed curriculum design. Student self-directed learning have a strong impact on teaching, learning and assessment.It produces a focus on the teacing-learning-assessment relationship and the fundamental links between the subject design, delivery and measurement of learning. A new understanding of assessment are to measure a broader range of competencies and to give individual learner better information about his or her progress and learning achievements.