The authors consider the shortcomings of the five-point assessment system used in Russian universities. The strive to find more effective incentives has led to the introduction of parallel assessment systems correlating with actual outcomes. The paper proves the efficiency of using the score-based assessment system (SBAS) that motivates MSc students to engage in active training activities as exemplified by the “Professional Foreign Language” course. When testing the score-based assessment system, the authors worked out technological maps of score points for assessing the independent work of MSc students. The actual outcomes to be assessed included a research presentation report and a research paper. Based on the performance results demonstrated by MSc students, a comparative analysis of learning outcomes was conducted. Following the survey results, the attitude of MSc students towards the score-based assessment system was determined. The study proved that the use of the score-based system for assessing learning outcomes develops the cognitive skills of MSc students and strengthens their willingness to master the relevant knowledge and put it into practice. The use of the score-based assessment system in the training process is claimed to ensure higher learning outcomes.