Introduction. The organization of knowledge assessment in the learning process should take into account developmental characteristics and the specific importance of this process. The purpose of the research: to study new methods and forms of assessing students’ academic achievements through formative, summative, and diagnostic assessments in line with the content strands and standards of modern geography textbooks. Materials and methods: a comparative analysis was conducted between modern assessment methods and traditional ones (prior to the reforms under the national education program), highlighting the differences between them. Results. The results show that traditional assessment systems are teacher-centered, while modern assessment approaches are student-centered. In contemporary evaluation systems, the main criteria for assessing students are knowledge, skills, and competencies. The main body of the study addresses the concept of assessment, its role in students’ lives, and its contribution to their personal development. Students are evaluated at four levels (I, II, III, IV) based on established criteria. As a result, the structure and significance of knowledge and skills assessment were determined. Conclusion. For the effective implementation of the assessment process, several recommendations and suggestions were proposed. Unlike traditional assessment, modern assessment encourages students to engage in research, as well as creative and analytical thinking. However, for the assessment process to be effectively organized and to meet modern educational requirements, a comprehensive approach to each subject in accordance with its educational standards is necessary.