Exploring challenges in spoken courses evaluation in authentic assessment at Wollo University in Ethiopia

Purpose. The current study aims to explore problems with the introduction of authentic speaking assessments in English as a Foreign Language (EFL) courses at Wollo University, Ethiopia. Methodology. Methods data were collected from 25 ELT teachers, and 30 EFL students at the end of their ELT class via structured questionnaires, semi-structured interviews, and document reviews. Quantitative data were statistically analyzed, and qualitative data were thematically analyzed to identify deficiencies in assessment practice. Results. The results identified challenges including the absence of task-relevant context, variable criteria of assessment, insufficient resources, limited teacher professionalization, and factors influencing students (e.g., anxiety, lack of feedback). On the other hand, teachers have a huge challenge to ensure that the different learners have their assessment needs satisfied, in terms of the relationship between assessment procedures and real-life communication. Meanwhile the students also have limited opportunities to speak and limited chances to receive valuable feedback. Challenges include time limitations, professional development limitations, and the absence of classroom resources. Qualitative findings identify the critical need for culturally appropriate assessments, i.e., to recognize the language plurality in Ethiopia. Conclusions. The mismatch between the assessment method and students' requirement for communicative course work also is limiting. Due to the demand of genuine, equitable and reliable assessment tools to enhance students' spoken English, the current study recommends specific teacher training to address these issues, including life size assessment in assessment, and effective exploitation of resources.