Point-rating system for assessing the knowledge of university students in mathematics

The article discusses various approaches to the definition of a point-rating system for evaluating educational achievements of students of higher education institutions, specifies the basic principles and main tasks of using BRS. Along with the advantages of such assessment systems, their disadvantages are also shown, the main of which is an increase in the time and complexity of control, leading to a significant increase in the load on the leading BRS teacher. Significant disadvantages are also the fact that many students with the introduction of the BRS assessment aim not so much to gain knowledge and competencies as to accumulate the greatest number of points. In order to mitigate these shortcomings and improve the BRS, it is recommended to leave at least 50% of the total number of points for intermediate certification; keep double records: the total score on the BRS and the score on the intermediate certification in the semester; ensure the possibility of redistributing points from one type of academic work to another. An example of the organization of the BRS assessment of the knowledge of bachelors in the field of "Construction" in mathematics, the use of which provides a weakening of these shortcomings, is given. The proposed model of the system of assessment of knowledge in mathematics can be recommended for use by teachers of higher educational institutions.