Evaluation of Academic Speaking Skills in Higher Education

Abstract

Speaking skills are considered as one of the difficult aspects in language learning. Many language learners have problems to express themselves in spoken language. The low score of speaking skills among students raises concern. Related to the Context, this research examines the characteristics of students, educators, and the campus environment, as a support for the implementation of speaking competency assessment. Input is related to materials and facilities developed to support the implementation of speaking competency assessment. Process is related to the implementation of speaking competency assessment. Product is the quantity of achievement of assessment goals (output), quality of achievement of assessment objectives (product), and benefits of achievement of assessment objectives (outcome), from the implementation of the assessment of speaking competence in Higher Education. Judging from the type, this research is an evaluation research and based on its purpose including applied research in the form of summative-formative evaluation. This summative-formative evaluation research seeks to direct its study in CIPP. The data in this research are qualitative. The data are in the form of textbooks, syllabi, semester lesson plan, and observation results of the learning process until the assessment is carried out. It was found that the assessment was not entirely based on HOTS. The evaluation of the assessment instruments conducted in this research is based on HOTS and is expected to be effective in improving the achievements in accordance with the required competencies.