Description: The paper presents one of the possibilities for alternative assessement and evaluation at the undergraduate level of study. Student's portfolio is one of the specific characteristics of the alternative assessment of student's knowledge of the History Didactics Course at Faculty of Arts in Ljubljana. The paper is divided in three parts. The first part presents different assessment of knowledge in higher education in Slovenia, the second part shows the role and different assessment in the student's portfolio and the third part the positif elements of the alternative assessment on student's knowledge, prosess of learning and results. As an important part of planning, performing and assessing student's knolwedge, a student's portfolio proves to be a very appropriate modern approach to learning, teaching and assessement at university level. The portfolio is connected with the standards of knowledge of future history teachers, which are a combination of knowledge, skills, abilities and attitude towards learning and work. All these components are interconnected and therefore demand the organisation of a complex learning process in which learners learn actively, observe and evaluate their own learning. Methodology: Basic feature of the alternative assessment in History Didactics Course is that all the graded study requirements (short article, observation reports, lesson plan and individually taught lesson in lower secondary school or upper secondary school, teaching practice with diary, oral exam and course portfolio) are assessed on the principles of alternative assessment (criteria-referenced assessment), which consists of teacher's assessment, peer-assessment and self-assessment. The results of questionnaires about the assessment and the portfolio that have been given to 100 students between 2003 and 2005 are presented. The research was made with the wish to raise standards of knowledge and improve initial teacher training study programme. Conclusions: On the basis of portfolio evaluation the following conclusions can be drawn. With alternative assessment the students - undergraduate trainees change their self-perspective. They begin to believe in themselves and their knowledge, develop self-acceptance, become more responsible, creative, hardworking and active. Since various study requirements are organised in different parts of the academic year and the assessment criteria are known in advance, the alternative assessment can encourage students to continuous cooperation, contribution, work and study which is seen in the course portfolio. The portfolio influences students' way of thinking, as well as their actions, and helps to increase student's self-confidence. It helps them to realise that self-reflection can help to improve their knowledge and their results considerably, even in a short period of time. Finally the portfolio as a whole offers possibilities for quality of the History Didactics Course.