Assessing individual student achievements by portfolio in the context of distance learning

In the conditions of forced distance learning, the problems of assessing students' knowledge become more relevant. One of the innovative and promising forms of assessing students’ achievements is a portfolio. As a tool for assessment a portfolio is able to provide motivation at a high level, stimulate the desire to “gain points” within a point-rating system of education, form self-training skills, as well as develop the ability to reflect. The portfolio moderates professional relations in the pair of “Teacher – Student”, making these relations horizontal and democratic. More-over, this form of academic collaboration allows the participants in such communication to change their roles periodically and learn new things from each other. This is not just a way to “accumulate” all student works, but above all a strategic communication tool. The article describes the successful experience of using the portfolio for assessing students' knowledge in the context of online learning, offers various forms of its linguistic variation, analyzes the effective-ness of cooperation with students on this basis. The author concludes that the portfolio as an alternative form of assessment implements a personality-oriented approach to the organization of control at the university