Abstract
Previously, while studying at the university, a student could theoretically not show up for classes, but come to the exam, answer questions brilliantly and leave with an excellent mark in the credit book. This is roughly what the traditional knowledge assessment system looked like, with special attention paid to the «control point» — the session. Of course, it was difficult to cope with the session without deep immersion in the subject, so for the sake of cherished marks and high-quality knowledge, we had to work during the academic half-year, answer seminars, perform laboratory and test work, but the results of the session were of primary importance. At some point, it was decided that such a system does not meet the requirements for the quality of education and does not encourage students to work systematically and daily, which means that a new approach is needed. This was the point-rating system for evaluating student performance.