Maritime English is one of the key tools in STEM (Science, Technology, Engineering, Mathematics) education of future ship engineers, as it provides access to technical literature and professional communication. The article’s goal was to find the ways to use gamification in Maritime English assessment. The research methodology was based on a combination of theoretical analysis of scientific works in the field of pedagogy and linguistic didactics, the study of international standards (in particular, STCW), as well as experimental verification of the effectiveness of implementing gamification in the process of formative assessment. The methods of pedagogical observation, questionnaires and analysis of the results of students’ educational activities were used. It was found that gamification, defined as the use of game mechanics in a non-game educational context, contributes to increasing motivation, activating cognitive activity and developing interdisciplinary competencies. Its integration into the assessment of maritime English allows you to simulate professional situations – communication in emergency conditions, preparation of technical reports, and interaction in an international crew. Such tasks develop not only linguistic, but also socio-communicative and cognitive skills important for the profession. The results of the study showed that gamification can transform traditional assessment and make it more flexible, student-centred and responsive to the requirements of the modern maritime industry. The practical significance of the research results lies in the possibility of their use in the maritime education system: in the training courses “English for Professional Purposes” in maritime academies and colleges, during the training and retraining of fleet engineering personnel, as well as in corporate training programmes for shipping companies