In this paper we analysed quality and type of questions according to their charachteristics which teachers pointed out as relevant, as well as characteristics of feedback teachers give to their students after answering a question. Theorethical part of paper starts by defining processes of evaluation, monitoring, grading and examination, while determining oral examination of student's knowledge in detail, as well as its positive and negative aspects. It continous by presenting different researches connected to teacher's questions in teaching, establishing purpose and teacher's ability of asking questions and describing the structure and quality of the question. Furthermore, two types of question were determined in detail –opened and closed questions –and questions which search for lower or higher cognitive level of knowledge according to Bloom's taxonomy. Finally, term „teacher's feedback“ has been defined as well as advisory method of giving feedback to students was described. In empirical part of paper, we researched the characteristics of oral examination of student's knowledge, characteristics of questions according to their type and level of answer they require, and characteristics of feedback teachers from one high school pointed out. Research was conducted by semi-structured interview and 9 teachers participated. Data was processed descriptively, without possibility of generalization due to small research sample.The results showed us there are a lot of characteristics for all three researched categories, and by using analysis we found out that teachers, according to the type of questions and level of answer they require, use these questions according to student's cognitive abilities and their general interests. Also, data shows us that high-quality questions are opened questions and those which require higher level of student's answer, but it is important to use them with purpose and in certain teaching situations.