The Ministry of Education and Science of the Russian Federation has established a score-rating system to assess the achievement quality within academic disciplines. The word "rating" is a foreignlanguage term, literal translation into Russian means "assessment". The second meaning of the word "rating" is a numerical measure; it characterizes performance of a student, pupil, etc., during a certain period of training, usually by the 20-point scale, or 100-point scale. This article highlights the history of formation and implementation of a score-rating system into the curriculum. Due to development of advanced technologies, there is a need for training highly qualified personnel to solve increasingly complex problems in professional activities. In our opinion, pedagogical assessment of student's knowledge in the form of score-rating system is a key role for preparing highly qualified personnel. The authors study processes of training skilled professionals in the course of academic education in technical universities of our country.

The paper discusses the main directions of modern education at the technical universities of Russia in the context of a general psychological basis. As a rule, starting from the second half of the 18 th century the educational process is becoming the object of theoretical, not only pedagogical, but also psychological thought. Naturally, this process was interpreted before the second stage of the development of pedagogical psychology in the context of dominant psychological theories, the positions of which were related to the learning process. The process of learning has been interpreted within the categories and concepts of these theories. Until the end of the last century, the associative theory has been dominating, and at the beginning of the 20 th century two theoriesbehaviorism and Gestalt psychologyformulated the basic provisions of learning. Only at the third stage of development of pedagogical psychology, in the second half of the 20 th century there were independent theories or, more precisely, learning directions. The review considers general psychological provisions of associative theory, behaviorism and Gestalt psychology of education (learning) and developments, which had a considerable impact on the general theory of education.

The research relevance is connected with the orientation of the modern model of education towards the formation of a competitive creative personality, with the need for constant self-improvement and self-development. It should be noted that the effectiveness of student learning is largely determined by the level of motivation, interest and personal participation of subjects. Therefore, the article is aimed at disclosing mechanisms for the development of students' learning motivation through a system of differentiated tasks. The leading approach to study of a problem was a personal approach, the purpose of which is to identify the issue under discussion from the point of view of dialogism, subjectivity and individuality. This document presents the characteristics of the developed and tested system of differentiated problems of mathematics, focused on the development of student learning motivation, as well as the provision of empirical data on the results of implementation. It also describes the principles on which we defined three levels of tasks in mathematics: “palgorithms”, “tasks of finding tasks” and “creative tasks”.