Seyyed Morteza Hashemi Toroujeni - Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran- Sari Department of Education, Iran Ministry of Education
Mohammad Reza Ebrahimi - Department of English Language, Bam Branch, Islamic Azad University, Bam, Iran- Department of English Language, University of Gonabad, Gonabad, Iran
Mohammad Mehdi Mortazavi

This article reviews various aspects of speaking assessment in the context of Iranian Junior High SchoolEFL education. Beginning with an examination of the deficiency in current speaking assessments, thestudy delves into the distinctions between formative and summative assessment methods. The focus thenshifts to the crucial component of EFL teachers' speaking assessment literacy and the challenges they facein integrating speaking assessments effectively. Insufficient reliability in assessment outcomes isidentified as a significant concern, prompting an in-depth discussion on the role of raters in the assessmentprocess. Rater training emerges as a pivotal strategy to address reliability issues, emphasizing the need forstandardized procedures and consistent adherence to assessment criteria. Throughout the article, theinterconnected nature of these elements is highlighted, offering insights into the complexities and potentialsolutions within the realm of speaking assessment in Iranian Junior High School EFL classrooms.

EFL, Speaking Assessment, Deficiency of Speaking Assessment, Formative and Summative Assessment, Speaking Assessment Literacy, Integrated Assessment, Reliability, Rater Training