This study aimed to explore the assessment methods and tools suggested in the new geography curriculum of Greek primary education, which has been pilot-tested since the school year 2021-2022. For research purposes, textual analysis was employed, with the new geography curriculum serving as the primary data source. The analysis revealed that the geography curriculum addresses all assessment phases, including initial, formative, and summative assessment, while suggesting the use of triangulation and various assessment tools to achieve these goals effectively. Notably, the curriculum emphasises the value of formative assessment (assessment for learning) highlighting the need for students’ self-assessment and teachers’ reflections on their teaching. The findings indicate that assessment in the new geography curriculum is not viewed decontextualised from teaching, but as a continuous and cyclical process, providing valuable feedback to both students and teachers throughout the teaching process.

Keywords: Assessment, students, geography curriculum, primary education, Greece.