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Abstract: The article develops and substantiates the ideas set forth in the work of the same author published in the previous issue of the journal. Practical aspects of using point-rating systems (PRS) for evaluating the success of educational process in universities are discussed. In particular, the task is to find ways to improve the methods of constructing the PRS. Two key points are identified and justified as the core: firstly, the PRS should be suitable for the teacher, who teaches the subject and, therefore, it must be convenient for him; secondly, the PRS should be built in an ideology "from the bottom up", that is, on individual types of activities without their mutual coordination according to the possible number of points being scored, but one task scores one point. A universal mathematical model and an algorithm based on it, called the "PRS generator", are described. The model allow the teacher to take into account the significance of the subject, when calculating the final rating index. The minimum values of the shares of each type of activity are also established, below which the disciplinary rating index is not calculated - this does not allow a student to compensate for the loss of points for one type by scoring another. Examples of practical implementation in the educational process of the PRS are given; it is created on the basis of the generator and with regard to the specificity of the academic subjects. In particular, the possibility of constructing a rating index is shown, if in addition to the classroom work students execute a professionally oriented project; the use of the scheme of element analysis in the calculation of the discipline rating index is demonstrated; the variant of construction of a disciplinary rating index at an estimation of competence formation is given. The conclusion is made about the universal nature of the proposed approaches to the construction of the PRS and the convenience of their implementation through cloud services. The issues of the objectivity of the assessment in the PRS and the possibility for student to get the "automatic exam" as a result of the study of the discipline are discussed. The problem of reflecting students' practices in building a rating is indicated.