This study aims to explore Turkish EFL Instructors’ perceptions of speaking assessment by focusing on their general understanding of speaking assessment, the task types, and the work involved in the assessment implementation. For this purpose, a 44-item questionnaire was administered to 57 EFL instructors from different universities in Istanbul and Izmir. Following questionnaires, 10 instructors participated in the subsequent online semi-structured interview sessions. The quantitative data were analyzed via descriptive statistics. The semi-structured interviews were analyzed by using thematic analysis. The findings reveal that most instructors perceive the necessity of in-class speaking assessment for students. They think that assessment should be conducted to enhance learning so giving detailed feedback is better than giving grades or determining students’ achievement. Regarding the practice, the data revealed that the instructors use formative assessment more than summative assessment. The most frequently used task types were performance-based, authentic assessment tasks such as presentations, role-plays, and interviews. On the other hand, yet more than half of the instructors stated that they do not prefer self and peer assessment since students lack enough knowledge about how to assess themselves and others and it is hard to ensure reliability and validity. The results also indicated that the instructors have a clear idea of the pre-. while, and post-stages of assessment which require planning, setting an appropriate level of difficulty, using different varieties of tasks, and giving feedback. The interview results showed that the perceptions of the instructors were in line with their practices. "This study was prepared within the scope of Istanbul Aydın University Master's thesis graduation of the relevant author."ORCID NO: 0009-0006-2813-6331
Anahtar Kelimeler: Instructors’ Perceptions, In-Class Assessment, Speaking Assessment, Assessment Task Types
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