The article is devoted to the investigation of the problem of individual’s assessment tools by means of European Language Portfolio (ELP) in teaching a foreign language within learner-centred education. The use of ELP as an innovative technique has become particularly relevant in the framework of the arrangements for training students of engineering specialties to proficiency in English in accordance with the internationally recognized system in terms of improving the competitiveness of the leading Russian universities, implemented in Siberian Federal University (Krasnoyarsk). This technique involves monitoring the results obtained in the teaching process, author’s observations and research based on students ‘outcomes and aimed at monitoring the development of their own perspective.

According to author’s point of view, the ELP is based on principles which tend to challenge traditional learning and teaching practices and thus impact on education policy and systems. The author describes methodological basis for designing an assessment system adequate to the specific character of engineering education, establish basic assessment functions in its new format, and determine particularities of that activity due to ELP. The article deals with argumenting the use of a European Language Portfolio with emphasis on a learning individual’s educational product. The conclusions were confirmed by prognostic simulation and experimental learning.