Authentic assessment of the speaking element: A literature review of practices and challenges in learning

Abstract

This study aims to examine the concept of authentic assessment in the speaking element, its implementation in learning activities, and the challenges encountered during its application. Speaking skills are considered one of the essential competencies in 21st-century learning because they are closely related to students’ ability to communicate ideas, opinions, and information orally. This research employed a library research method with a descriptive qualitative approach. The data were obtained from various literature sources, including books, journal articles, and other scientific references related to speaking assessment and authentic assessment. Data collection was conducted through documentation techniques, while data analysis involved data reduction, data presentation, interpretation, and conclusion drawing. The findings revealed that authentic assessment in the speaking element provides a more realistic description of students’ communication abilities through performance-based activities such as discussions, presentations, interviews, speeches, and conversations. However, the implementation of speaking assessment still faces several challenges, including subjectivity in scoring, limited instructional time, students’ anxiety, and difficulties in designing assessment rubrics. Therefore, several strategies are needed, such as the use of analytic rubrics, continuous assessment, self-assessment, peer assessment, and the utilization of digital media to support the effectiveness of speaking assessment in learning.