Abstract:
Abstract
The main purpose of this study was to explore teachers’ assessment perception and practice of
using different techniques of students’ speaking skills in Chagni and Hidase General
Secondary, 26 EFL teachers were selected using comprehensive sampling from the grade level
and 6 EFL teachers were selected from grade nine using random sampling(drawing lots) and 72
of grade 10 students were selected using simple random sampling as the participants of the
study. Interview, questionnaire and document analysis were used to gather data. The reliability
of the instruments was tested by the cronbach alpha coefficient. The computed cronbach alpha
of the instrument was 0.86 for the practice questionnaire items. Since the minimum cronbach
alpha result is <0.5) or poor, the result showed above 0.66 is said to be acceptable, so that it was
found as reliable. Both quantitative and qualitative methods of data analysis were used. The
finding of the study revealed that EFL teachers rarely implement classroom assessment
techniques in their speaking classroom. Furthermore, EFL teachers did not use different
classroom assessment methods in their school rather they use summative assessment to assess
their students’ speaking skill. Teachers’ lack of knowledge, students’ lack of interest, lack of
instructional materials, large class size, time constraints and classroom seating arrangements
were some of the challenges to implement classroom assessment in speaking. Regarding
classroom assessment guideline, the researcher observed no classroom assessment guideline to
measure speaking skills. Several factors related to the school, the students and the teachers
directly or indirectly hampered the practice of assessment in EFL speaking classroom. To
conclude this, a few suggestions were sent based on outcomes, i.e. teachers need to coordinate
plans, teachers should benefit from exchanging ideas themselves, continuous follow-up and
assistance and the like are assumed to strengthen the actual appraisal practices of the teacher
