English teachers’ development of criterion-referenced assessments of students’ english speaking skill

Speaking as a productive skill has been highlighted as an ability that should be measured using certain criteria. That is why it is important for the teacher to design particular criteria for assessing student speaking skills. This research aimed to describe the criteria that English teachers develop to assess students' speaking skills and the reasons they consider in determining the criteria. This study interviewed two English teachers who taught in grades XI and XII and used speaking rubrics. The findings showed that the speaking criteria the teachers used include pronunciation, grammar, content, and vocabulary. They considered three aspects in determining the criteria namely the level of difficulty, type of task, and compulsory aspects. This finding implies that determining the criteria is based on the type of tasks. Teachers cannot use any criteria they want without considering the tasks and level of difficulty of the task.