Introduction. Federal State Educational Standards of Higher Education presuppose a qualitative change in the organization of education in all its types and forms, including in the conditions of an electronic educational en-vironment. They also reflect the recommendations of the quality assurance of university education, achieving the effectiveness and quality of education is the most important task of any educational institution. At the same time, the assessment must meet such universal principles as concreteness (a clear definition of the criteria and evaluation base of assessment, approaches to its measurement); integrity (ensuring the full scope of requirements for learning outcomes); manufacturability (validity of methodological and technological means for obtaining evaluation information and performing the necessary calculations). Purpose: to determine the possibilities of using the digital footprint for evaluating students’ project activities. Materials and methods. The most important aspect of assessing the quality of training is the choice of assessment methods for measuring learning outcomes at various stages, taking into account competence, taxonomic and qualimetric approaches. In addition to standard methods of assessing the quality of training, we used methods of educational data engi-neering, which are aimed at measuring, collecting, analyzing and presenting data about students and contexts using their digital footprint in order to understand and optimize learning and the environment in which it occurs, determining the role of the student in teamwork, his contribution, usefulness, functionality, etc. Research results, discussions. Features of the evaluation of project work using the students’ digital footprint analysis give a more detailed analysis of both the project and the project team members. Conclusion. Using the student’s digital footprint as an assessment method allows you to differentiate the marks of students depending on the volume and quality of the work performed on the project.