One of the significant resources for improving the quality of vocational education is an effective system
for assessing students' academic achievements. The article summarizes the experience of using portfolio
technology in the practice of higher pedagogical education. The possibilities of educational reflective
portfolio as a means of assessing the educational results of future mathematics teachers are revealed.
Assessment using a portfolio in university practice provides broad opportunities for qualitative and
quantitative assessment of a wide range of educational achievements, contributes to the development of
students' cognitive and metacognitive skills, to perform actions that reflect practice in the contexts of the
chosen profession, and students' understanding of what it means to be a successful teacher. This confirms the
idea that assessment using portfolio technology has many of the attributes of authentic assessment.