Knowledge assessment is an important and complex part of the learning process and at the same time one of the most difficult tasks for the teacher. In the first part of the present work the concept of knowledge assessment is defined together with a description of its purposes and systemization, and the applicable legislation is reviewed. The present work is focused on oral assessment of knowledge. We have described the characteristics of oral assessment of knowledge, and based on the literature, formulated suggestions for its effective preparation and implementation. Concluding the theoretical part, the work was focused on the preparation and implementation of oral assessment of knowledge in geography classes. The empirical part was based on a qualitative research method. Six female geography teachers were interviewed to obtain insights into oral assessment of geography knowledge. We have found that teachers do not feel sufficiently confident in their implementation of assessment and face various difficulties, especially at the beginning of their teaching career. Accordingly, based on the relevant literature and findings of our research, the final part of this work delivers suggestions on how to perform oral assessment of knowledge in geography lessons.
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