Abstract:
The major goal of this study is finding out teachers’ assessment practice of speaking skill in ELT
classroom in Deramalo Woreda three government schools in SNNPR. This study aimed:- to
assess the variety of speaking skill assessment tasks teachers using in EFL classroom; to
examine the corresponding purposes of the variety of speaking assessment tasks, and to
identify the frequency of the variety of speaking assessment tasks teachers using in EFL
classroom.
This study was also conducted in using qualitative methods, with 12 English language teachers.
All twelve participants responded to classroom observations which used for the practice of
speaking skill assessment tasks. Six of the twelve also participated in an interview for the
purpose on using the variety of speaking assessment tasks and also all of the twelve teachers
were asked about their document analysis qualitatively using available and comprehensive
sampling techniques.
Based on the observations, interviews and document analysis, the study was revealed that the
teachers were not introduced the topic to students on what they will have to do at the
assessment task stage and mightn't help the students to recall some language use that may be
useful for the task. Teachers were also used a Grammar Translation Method and L1/mother
tongue when they assess, give instructions and feedbacks to their students. As well, the study
found that in some tasks, teachers didn't plan for speaking assessment tend to overlook it. For
this reason, the students were not really speaking and memorizing from written scripts, and
they were also not concerned with the validity and reliability of their assessments.
The conclusion is reached that although the teachers need to have assistance and
encouragement to try new variety of speaking assessment tasks in their EFL classrooms, they
need to make themselves aware of the shift in social and educational needs to make conscious
and persistent efforts.
