The article deals with the issue of the newly introduced criterion evaluation system in the field of Kazakhstani education. The attitudes of the participants of the direct training process, as well as the society as a whole to new technologies and the assessment system, have been clarified in various regulatory and legal documents and published in scientific methodical publications. Answers to questions that often arise among teachers (What and when to evaluate? Who evaluates? How to evaluate?) are given with references to the published documents and the requirements of experienced teachers are given, but it was determined that they were not reflected in the globalized Kazakh scientific-methodological and pedagogical publications. Actual issues of implementation of criterion-referenced assessment - the practice of feedback, analysis of assessment results and analysis of learning and teaching through implementation are clearly based. Today, one of the most urgent problems of pedagogical theory and practice is the problem of evaluating educational achievements of students. The traditional five-point evaluation system based on the principles of the educational paradigm of education monitors only the results of education, while the modern child-oriented educational paradigm based on competence and systemic actions requires reflection and monitoring the achievement of these learning outcomes.