Application of point-rating system to assess students' knowledge in a technical discipline: using the example of the discipline “Theoretical Mechanics”

The development of engineering education is a critical factor in scientific and technological progress. To train qualified specialists, universities need to implement methods that enhance students’ learning motivation and foster a responsible attitude toward mastering professional disciplines. In this context, the modernization of the point-rating system (PRS), which allows for objective knowledge assessment and maintains consistent academic engagement, is of particular interest. This research proposes an improved point-rating system (PRS) for the course “Theoretical Mechanics,” developed based on the analysis of PRS implementation practices. The research goal was to create a discipline-oriented assessment model that encourages systematic student work while minimizing the shortcomings of traditional PRS. The authors analyzed educational standards, adapted evaluation criteria to the specifics of the discipline, and incorporated tests as the main assessment element. The experimental results showed that all the students who passed their exams followed the methodological scenario proposed in the PRS and received grades matching their level of mastery. The novelty of this approach lies in developing a specialized PRS structure for technical disciplines, shifting the focus from lectures to practice-oriented assessment forms. The proposed model considers the need for step-by-step mastery of complex material, the importance of applied skills, and the balance between theory and practice. The findings confirm that a discipline-adapted PRS manages the educational process more effectively than standard systems, enhancing motivation and improving the training quality of future engineers.