The relevance of the topic lies in the fact that today there is a growing understanding in the world that the standard procedure based, as a rule, on testing, does not reflect many of the skills that students need to form in order to ensure their successful life and professional strategies after graduation. The most commonly used standardized tests fail to assess both the "advanced skills" of students and their ability to perform tasks in a real life situation.
The widespread use of tests as the arbiters of many school and university decisions is a constraint on the development of critical behavioral skills and core competencies that are in demand today in vocational education, in most workplaces, and in everyday civic life. And, of course, least of all they are set up to identify the individual abilities and inclinations of students. An analysis of foreign experience and practice shows that an important tool for solving such educational problems is a portfolio of individual educational achievements (“portfolio”) of a student.
The proposed essay is devoted to the analysis of the idea of a portfolio in school education in terms of new requirements for a modern school, which often complicates the education of schoolchildren, which is why they ask the authors to help with a thesis. The purpose of the abstract or dissertation is to show that the idea of a portfolio and essay goes far beyond a simple alternative way of assessing academic achievement and can be an important element in modernization and school. However, the condition for this can only be a deeper didactic and methodological analysis of new learning goals and the so-called "portfolio - processes" that allow achieving these goals, that is, the whole complex of ideas underlying the use of a portfolio in the educational process of a modern school.
The object of the study is the portfolio and essay as non-traditional tools for assessing the learning outcomes of students.
The subject of the study is the organizational, economic, legal and psychological mechanisms for the introduction of non-traditional tools as a method of assessing the knowledge and skills of students acquired in the educational process and their implementation in professional life.
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