Abstract
The introduction of new technology in the learning process leads to increased opportunities in its organization and involves a pedagogical search aimed at adapting this technology to the learning process of a particular subject. The article proposes a methodology of criteria-based assessment of educational achievements in mathematics based on the features of the content and activity component of the subject of mathematics. The peculiarity of this technology consists in the fact that students make up descriptors in the course of solving problems, which are used in formative and summative assessment later. Each descriptor is a step in the algorithm of solving the problem. An example of creating descriptors for the problem of finding the distance from a point to a plane is given, and alternative descriptors based on various ways and methods for solving the problem are considered. This approach promotes the involvement of students in the design of the assessment process. As a result, students develop a clear idea of the assessment criteria. This way the principle of openness is implemented, and the didactic effect of criteria-based assessment is enhanced.