Students academic achievement assessment in higher education institutions is one of the most urgent tasks that teachers face in the role of organizers of the educational process. The problem of forming a correct and objective rating point in assessing the results of studying a discipline is the key point in the final stage in studying thematic and module parts of the material. The rating score is formed by assessing individual student's educational activities. Depending on the type of assessment and control the students' vision of assessment objectivity is different. This study analyzes the works of Ukrainian and foreign authors who have devoted their scientific research to studying control and assessment of the results of educational activities of students in higher education institutions; the principles of formative assessment and the levels of cognitive, emotional and motor goals that should comprehensively cover the educational and information space are highlighted; as well as peculiarities of assessment tasks formation in distance learning organization. Particular attention is paid to the development of the author's methodology for educational achievements assessment for future bachelors of computer science. The contents of Bloom's taxonomy levels are discussed, as well as the explanation of the types of activities for the assessment system, for example, the design of practical tasks of the discipline "Algorithmization and Programming" (C ++ programming language) of the specialty "Computer Sciences", which is being studied in the first year by future bachelors of computer sciences.