Background to the research
English education in EQuest Academy
EQuest offers a comprehensive English language program catering to students at various proficiency levels, focusing on enhancing oral communication skills Despite this emphasis, formal assessments of speaking skills are lacking in high school entrance exams and final evaluations, leading to a greater focus on passing exams in many Vietnamese schools At EQuest, classroom assessments provide the primary opportunity for students to demonstrate their speaking abilities, particularly in tests like the Test of Spoken English (TSE), TOEFL, and IELTS However, teachers face challenges due to a measurement-driven approach to assessment, which pressures them to align classroom assessment results with students' final grades, despite the intention of these assessments being to inform both students and educators about speaking skill improvement.
Characteristics of English assessment in EQuest Academy
At EQuest, many students focus on mastering English for IELTS or TOEFL certifications to pursue studies abroad, making English assessment crucial for advancing to higher levels This creates a high-stakes testing environment, where test results significantly influence students' future careers and life paths Consequently, both students and parents are deeply concerned about English grades and the fairness of assessments conducted by teachers To address this pressure, EQuest English teachers are increasingly adopting less subjective testing methods to enhance reliability and objectivity in evaluations.
The high-stakes testing environment in Vietnamese schools heavily influences the traditional exam-oriented culture, primarily characterized by pencil-and-paper assessments that predominantly utilize multiple-choice questions This format is perceived to enhance the reliability and objectivity of evaluations, as scoring does not require subjective judgment, according to Hughes (2003) However, while teachers are expected to assess all four language skills in a balanced manner, they often end up evaluating them separately Consequently, conventional tests focused on reading comprehension and grammatical knowledge take precedence, leaving speaking and writing assessments, which lack standardized evaluation tools, to be informally integrated into classroom assessments.
Research aims
This study investigates the perceptions of EQuest English teachers regarding the assessment of students' speaking skills, an area that has received limited attention in recent research despite the growing focus on foreign language learner assessments It aims to identify the features of classroom speaking assessments that balance pedagogic usefulness with measurement objectives The research also evaluates the effectiveness of current assessment practices at EQuest Academy, which still heavily rely on traditional formal testing methods for measuring learning outcomes Furthermore, it highlights a significant gap in the theorization of classroom assessment within the English language teaching field, noting the variability, lack of systematic principles, and dependence on conventional psychometric testing Additionally, there is a scarcity of studies conducted outside the school context, underscoring the need for this investigation.
Research questions
Key term definitions
This study differentiates between assessment and testing, as outlined by Brown (2004) Testing is defined as a structured procedure conducted at specific times within a curriculum, where learners demonstrate their abilities, knowing their responses are evaluated In contrast, assessment is a broader, ongoing process that includes teachers' feedback on student performance and various forms of reporting Unlike tests, assessment results are not always reported and do not necessarily influence final grades The term assessment encompasses a wide array of methods for evaluating student performance, including formal testing, with specific terms like standardized tests and school-administered tests used for particular assessment types.
This study explores the terms related to classroom speaking assessment, including classroom-based assessment, teacher assessment, and alternative assessment Classroom-based assessment, as defined by Brown (2001), involves both formal and informal evaluations designed by teachers during daily interactions with students, contrasting with large-scale testing Teacher assessment, according to Underhill (1987), refers to tests created by individual teachers within the classroom learning process Alternative assessment, as noted by Huerta-Marcías (1995), offers non-traditional testing methods and is characterized by its integration into the curriculum, provision of detailed insights into each student's strengths and weaknesses, multiple measures of student progress, and sensitivity to multicultural contexts While these terms emphasize different facets of assessment, they collectively advocate for a more teacher-driven, context-aware, and classroom-integrated approach, standing in opposition to traditional, externally imposed formal examinations primarily aimed at selection and accountability.
The advantages of classroom assessment
This section highlights the research findings that demonstrate the benefits of classroom speaking assessment compared to traditional formal testing and external standardized tests, focusing on two key areas: pedagogical advantages and specific benefits for assessing speaking skills.
Classroom assessment offers a significant advantage through its inherent feature of formative evaluation, as highlighted by Leung (2005) and others According to Bachman and Palmer (1996), the effectiveness of formative evaluation stems from its low resource requirements, such as administering a brief vocabulary quiz with a single teacher as the assessor Brown (2004) emphasizes that the goal of formative assessment is to evaluate students as they develop their competencies and skills, ultimately supporting their growth Furthermore, Davison and Leung (2009) identify two essential functions of formative evaluation—forming and informing—which provide benefits for both teachers and learners.
Formative evaluation enables teachers to make informed judgments throughout the learning process, allowing them to gather extensive information about students' knowledge, abilities, and skills during classes This ongoing assessment provides valuable insights that help educators plan future lessons, evaluate the effectiveness of their teaching objectives, and identify students' strengths and weaknesses.
Formative assessment feedback plays a crucial role in helping learners identify their strengths and areas for improvement (Black & Wiliam, 1998; Black, 2001) Research highlights the significance of feedback formats, with Stobart (2006) noting that relying solely on grades can hinder learning by failing to provide specific, actionable insights (Thorndike, 1913; Kohn, 1993) Butler (1988) further explores the impact of different feedback types—comments only, grades only, and a combination of both—finding that lower-achieving students showed greater interest in detailed comments, emphasizing the need for constructive feedback to enhance learning outcomes.
Byon (2005) and Gunn (1995) emphasize the advantages of criterion-referenced assessment, which evaluates learner performance based on established criteria rather than solely for grading purposes They argue that, in contrast to summative tests, marking criteria provide informative and constructive feedback, helping learners understand how effectively they can utilize language to meet their communicative objectives.
Research on classroom assessment specifically targeting oral skills is limited, with most studies focusing on general assessment methods (Dochy & McDowell, 1997; Adamson & Davison, 2003; Cumming & Maxwell, 2004; SBA consultant team, 2005) This section explores the benefits of classroom assessment for evaluating oral skills, drawing on findings related to performance assessment, communicative language tests, and overall classroom assessment practices.
Classroom assessment provides teachers with the chance to directly observe linguistic performance through methods such as classroom observations and direct testing (Brown, 2001) While linguistic competence, which encompasses the inherent knowledge of language, cannot be directly observed, linguistic performance—representing actual language use—can be effectively assessed (Mitchell & Myles, 2004).
Assessing linguistic performance allows for direct inferences about an individual's ability to use language appropriately in various situations, emphasizing the need for reliable assessment methods that focus on performance rather than mere linguistic knowledge When the target language domain is speaking, the significance of direct testing through performance tasks becomes crucial, as highlighted by Brown (2001), who notes that such assessments enhance content validity by requiring students to actively use the target language Furthermore, Moon and Callahan (2001) argue that performance assessments foster test authenticity by engaging learners in scenarios that mirror real-life experiences This concept of authenticity aligns with the communicative language teaching approach, where, according to Canale and Swain's (1980) model of communicative competence, speaking should be evaluated within social contexts and interactions, integrating skills that can be effectively practiced in classroom settings with peers and teachers.
Third, classroom assessment can serve as a powerful motivation factor Crooks
Research indicates that tests can enhance learning motivation (1988), though discrepancies between grammatical and communicative competence may arise during assessments (Savignon, 1997) Classroom assessments can alleviate test-related anxiety, which has been shown to negatively impact test performance (Phillips, 1992; Crooks, 1988) Crooks (1998) found that higher anxiety levels adversely affect achievement more significantly in standardized tests compared to classroom settings Underhill (1987) highlights the role of familiar classroom assessments in reducing anxiety, as students tend to feel more relaxed and confident when evaluated by their own teachers, leading to improved performance and proficiency.
Issues related to reliability in classroom assessment
Reliability is a crucial aspect of communicative language testing, as it reflects the dependability of test results (Porter, 1983; Weir, 1990) Achieving high inter-rater reliability is essential for overall test reliability, requiring raters to correlate scores from different assessors effectively This correlation between scores from rater A and other raters determines the level of inter-rater reliability, ensuring consistent and trustworthy assessments.
B The concern of the rater is how to enhance the agreement between raters by establishing explicit guidelines and maintaining adherence to them for the conduct of this rating (Bachman, 1990)
Reliability is an important goal for raters in assessments, but it is not always the primary focus (Bachman, 1990) There exists a tension between reliability and validity, where achieving one may come at the expense of the other In some cases, it may be necessary to sacrifice a certain level of reliability to improve the overall validity of the test (Davies).
1990) For example, in certain circumstances, reliability and validity are mutually exclusive However, if a choice has to be made, validity is more important for speaking assessment (Bachman, 1990).
Issues related to validity in classroom assessment
Validity is a critical issue in foreign language testing, as highlighted by Spolsky (1975), and it refers to whether a test accurately measures its intended purpose (Weir, 1990) In a classroom context, speaking ability is typically assessed through achievement tests, which should possess both content and face validity (Davies, 1983) Content validity ensures that the test aligns with the course content (Bachman, 1990), prompting teachers to align course objectives and syllabus design with test items This alignment is essential, particularly for oral assessments, as teachers may inadvertently use tasks that diverge from the intended objectives (Nakamura, 1993) Additionally, face validity considers whether the test appears valid to examinees and untrained observers (Bachman).
Face validity is essential in classroom speaking tests, as it enhances student motivation to participate in speaking activities According to Hughes (1989), a test with strong face validity encourages students to engage more actively Additionally, construct validity provides a scientific foundation for language testing, ensuring that assessments accurately measure the intended language skills (Hughes, 1990).
Construct validity is essential for assessing speaking tests, as it evaluates the alignment between the test and the theoretical construct it aims to measure (Bachman, 1990) However, classroom teachers often find it challenging to address construct validity due to the abstract nature of language abilities (Nakamura, 1993).
Teachers' perceptions
Pham Lan Anh (2008) discovered that teachers' classroom assessment practices are significantly influenced by personal beliefs about children's learning, curriculum constraints, and institutional assessment requirements This relationship between teaching, learning, and assessment is complex and non-linear, shaped by teachers' internalized concepts of classroom assessment and contextual factors, including educational policy Teachers' core beliefs about teaching and interpersonal interactions, along with in-service training and peer experiences, serve as primary sources of their assessment beliefs The purpose, approach, procedure, and focus of assessment vary across three types—ongoing, periodic, and final—as outlined in official assessment documents Additionally, school culture and directives from specialized groups play a crucial role in shaping teachers' assessment practices, which typically follow a structured process of planning, framing, implementing, and utilizing assessment results.
This current study involving teachers‟ responses to the current practice of classroom speaking assessment in EQuest Academy, so I have decided to do a survey research
A survey is a study that examines a group’s attitudes, opinions, and characteristics (Brown, 2005) This research aimed to explore two key questions: (1) What are teachers’ perceptions of the positive effects of speaking assessments? (2) How do EQuest English teachers assess students' speaking skills? Utilizing a qualitative method, the study involved a small sample of ten EQuest teachers through a questionnaire and interviews The questionnaire provided a broad overview of speaking assessment practices in EQuest, while the interviews offered detailed insights into individual teachers' perceptions of the benefits of these assessments.
This study employed a qualitative research approach, which, as Wiersma (1995) notes, explores complex phenomena through the examination of participants' words and actions in a descriptive manner Utilizing the researcher as the primary instrument for data collection, qualitative research incorporates inductive analysis (Maykut and Morehouse, 1994) and is conducted in natural settings (Wiersma, 1995) According to McDonough and McDonough (1997), qualitative research typically gathers data through various methods, including observations, interviews, field records, questionnaires, and transcripts.
In this study, two qualitative data collection instruments were used: 'a questionnaire' and 'semi-structured interviews' with teachers
According to Maykut and Morehouse (1994), questionnaire research is popular among educational researchers in general and ELT research in particular McDonough and McDonough (1997: 171-172) state the advantages of questionnaires as follows:
The knowledge needed is controlled by the questions, therefore it affords a good deal of precision and clarity
* Questionnaire can be used on a small scale, in-house and on a large scale, requiring little more extra effort than photocopying and postage
Data collection can occur in various time frames: simultaneously during a class, at the respondents' convenience, when suitable participants are available, or across different locations and times Regardless of the method, the data remains comparable, as the questions and format are consistent.
* Self-completion questionnaires allow access to outside contexts so information can be gathered from colleagues in other schools and even other countries
Semi-structured interviews were conducted with some of the participants because
"the interview is a very good way of accessing peoples' perceptions" (Punch, 1998:
The interview served as a method of triangulation to verify the consistency of data collected from questionnaire responses, as noted by Patton (1990) This approach was expected to uncover additional factors not addressed by participants in the questionnaire, aligning with Punch's (1998) insights Moreover, McDonough and McDonough (1997) highlight that semi-structured interviews are a valuable tool in qualitative research.
"being closer to the qualitative paradigm because it allows for richer interaction and more personalized responses"
3.2 Steps in the selection of participants
A questionnaire was distributed to ten English teachers at EQuest Academy, comprising two males and eight females The participants, mostly in their 20s, were aged between 24 and 31 years, with teaching experience ranging from one to six years Notably, all participants had prior experience in conducting speaking assessments at EQuest.
Table 1: Background of Questionnaire Participants
The questionnaire was divided into two sections, with the first focusing on teacher profiles, including demographics such as gender and age, as well as their teaching experience and class sizes.
The second section of the study focused on two subsidiary questions that built upon the initial findings, specifically addressing the primary purposes of classroom speaking assessments and the associated assessment practices, including tasks, frequency, and teacher feedback To gather this information, three types of questions were utilized: open-ended questions, Likert scale items, and fixed alternative questions Teachers were asked to respond to two key questions regarding assessment purposes: (Q3) identifying the reasons for employing classroom speaking assessments and (Q4) evaluating the importance of these purposes In response to Q3, educators could select one or more from seven options, while Q4 required them to rate the significance of the assessment purposes on a scale from 1 to 5.
In research question about assessment practices, the three survey questions included assessment methods, specific speaking task formats, frequency, and format of teacher feedback as follows:
The primary methods of assessing speaking skills in the classroom include various tasks and activities designed to evaluate student performance effectively Common tasks may involve role-plays, presentations, and discussions that encourage active participation When providing feedback, it's essential to focus on constructive and specific comments that guide students in improving their speaking abilities.
Because these were closed questions, teachers were asked to choose options
The questionnaire, which took about fifteen minutes to complete, required teachers to use their nicknames for identification purposes in case of withdrawal Before the main study, two qualified English teachers piloted the survey to ensure its effectiveness The complete questionnaire can be found in Appendix A.
In a follow-up study, ten teachers were selected for interviews using "Patton's maximum variation sampling" to ensure a diverse representation based on age, gender, teaching experience, teaching setting, and subjects taught The researcher prioritized variety by considering informants' age and years of teaching, resulting in a well-rounded group of participants (See Table 2).
Table 2: Background of Interview Informants
Interviews were conducted at EQuest Academy to explore teachers' perceptions of classroom speaking assessment, utilizing a semi-structured format for its flexibility and suitability for the research objectives This approach enabled the researcher to ask a consistent set of questions while allowing for in-depth exploration of relevant topics The interview comprised seven questions divided into three sections: background information on teaching experience and assessment practices, teachers' views on the effectiveness of classroom speaking assessments, and the challenges faced in implementing such assessments Detailed interview questions can be found in Appendix B.
The research utilized a questionnaire and interview method, beginning with a pilot survey administered to ten English teachers at a workshop in EQuest This pilot aimed to refine the survey instrument by identifying unclear, repetitive, and unnecessary items The final questionnaire (Appendix A) incorporated open-ended questions, a Likert scale, and fixed-alternative questions based on pilot data, focusing on teachers' opinions regarding speaking assessment alongside their professional, educational, and personal backgrounds The questionnaire was conducted in English.
Responses were collected from ten EQuest English teachers after they received an explanatory statement and signed consent forms, emphasizing the voluntary nature of their participation Based on a thorough analysis of the questionnaire responses, participants were selected for interviews to ensure maximum variation in age, gender, teaching experience, teaching setting, and grades taught These ten teachers were invited to share their insights on speaking assessment, with all interviews conducted in a quiet restaurant and lasting approximately ten minutes each.
All ten interviews adhered to a consistent format and pre-prepared questions, while the researcher aimed to foster a natural conversational flow unless the interviewee sought further clarification Conducted in English, each interview lasted approximately ten minutes and was audio recorded.
Findings
3.1.1 Teachers' perceptions of speaking assessment in EQuest
3.1.1.1 Teachers' perceptions of the effectiveness of speaking assessment
This section presents the analysis of interview data regarding teachers' perceptions of the effectiveness of classroom speaking assessments The two primary questions explored were the perceived role of these assessments and their positive impacts on teaching and learning The participating teachers, each with around four years of experience at EQuest, primarily employed a grammar-translation method They utilized responsive, extensive (monologue), and interactive speaking tasks, which align with the frequently used formats identified in the questionnaire survey Additional details can be found in the Appendix.
3.1.1.2 Role of classroom speaking assessment
Eight of ten teachers showed positive attitudes towards classroom speaking assessment as indicated by the comments involving benefits for the students‟ confidence, learning motivation, class participation and so on:
Assessment is an effective tool to encourage students to learn especially in a short term Without assessment, it would be difficult to get students eager to involve speaking activities (Teacher 2)
Teacher 2 believes that assessment can enhance student participation during regular class time, aligning her practices with this view by using students' attempts to use English as her sole assessment criterion She awards marks for participation in class activities Similarly, Teacher 3 asserts that classroom assessment can help reduce students' inhibition stemming from low proficiency, providing opportunities for them to practice oral skills and speak in front of larger audiences She hopes that this approach will ultimately help her students build their confidence.
Two teachers expressed a negative perspective on classroom speaking assessments, arguing that current methods fail to accurately evaluate students' true speaking abilities Teacher 10 notably emphasized this concern, highlighting the inadequacies of existing assessment practices.
The current classroom speaking assessment fails to effectively facilitate speaking skills or motivate learning, primarily serving as a tool to evaluate students' memorization abilities and report outcomes This approach contributes significantly to assessment-related stress among students.
3.1.2 Positive effects of classroom speaking assessment on teaching and learning
Only two out of six teachers observed positive impacts of classroom speaking assessments on their teaching practices The first two teachers noted that these assessments enhanced their speaking instruction and helped in planning future lessons Specifically, Teacher 2 highlighted her use of diverse communicative activities beyond the traditional textbook curriculum to facilitate speaking assessments.
Assessment should align with students' prior learning, as highlighted by Teacher 5, who utilizes feedback from classroom speaking assessments to inform her teaching plans Teachers' attitudes towards these assessments fall into three categories: positive, neutral, and negative Most interviewees, four teachers, maintained a neutral stance, while two expressed positive and negative views on their effectiveness Teacher 3 noted that classroom speaking assessments could enhance students' motivation by emphasizing the importance of speaking in English learning, suggesting that even a few assessments per semester could meet learning requirements However, the four neutral teachers pointed out limitations in current assessment methods, particularly the reliance on memorization, which may hinder immediate learning outcomes but could benefit some students' long-term language use Teacher 2 acknowledged the assessment's role in promoting class participation but remained skeptical about its direct impact on learning.
Classroom speaking assessments play a crucial role in providing students with opportunities to practice their English skills However, many students struggle with confidence, which hinders their willingness to participate in speaking activities Despite the potential benefits, it remains unclear whether these assessments lead to significant positive outcomes for students.
Teacher 8 was even less convinced, stating “with respect to the current assessment tasks, it may facilitate linguistic competence including grammar and vocabularies However, those domains can be assessed by other types of assessment, not merely by speaking assessment Thus, I do not want to implement speaking assessment in my classroom if possible.” Teacher 3 was most pessimistic Her claim stemmed from the English learning environment in EQuest, that is, an English as a Foreign Language (EFL) situation She commented:
I question the effectiveness of classroom speaking assessments, as many students tend to forget what they've learned shortly after the evaluation Additionally, they often have limited opportunities to apply and reinforce their knowledge, both in the classroom and in real-life situations.
In conclusion, teachers generally shared a consistent perspective on the positive impacts of classroom speaking assessments and their significance However, many expressed pessimism due to existing assessment methods that often lack spontaneous responses and meaningful interpersonal interactions.
3.1.3 Types of speaking assessment tasks used by EQuest teachers
The speaking assessment tasks reported by EQuest teachers based on the completed questionnaires are shown in table 3 These responses will be discussed in detail in the following section
Table 3: Major assessment tasks used by EQuest teachers
Let the students pick up one or two questions
Self- introduction or family introduction
Rote memory of text dialog
3.1.3.1 Let the students pick up one or two questions in the question box containing many questions
A questionnaire with ten participants revealed that speaking assessment tasks were designed to reduce student burden and lower the affective filter, as suggested by Krashen & Terrell (1984) To facilitate this, teachers provided advance notice of questions, topics, and tasks, allowing students to prepare their responses Students chose and answered one or two questions from a question box, which teachers noted had several advantages for the assessment process.
Listening comprehension is crucial for students to effectively respond to interview questions announced by teachers in advance This interaction fosters communication between teachers and students, enhancing motivation to study relevant language functions outlined in the textbook While students are typically required to answer one or two questions, they must prepare for a broader range, as the specific questions remain uncertain due to the variety present in the teacher's question box.
This task enables teachers to gather students' responses, which are not spontaneous but rather well-prepared It closely resembles an authentic speaking assessment, particularly when compared to other tasks that function more like memory tests.
Seven participants engaged in an assessment task where they brought personal objects, such as pictures and favorite belongings, to the classroom to describe in English This task minimized the need for teachers to demonstrate English speaking proficiency, as their primary role was to score students based on their preparation and performance While the focus was on eliciting students' utterances, the teacher's responsibility remained centered on evaluating their descriptions According to one teacher, this approach effectively captured students' interest in the task.
3.1.3.3 Self-introduction or family introduction
Six participants utilized self-introductions or family introductions, particularly those teaching elementary students, likely due to the syllabus requirements at that educational level.
Discussion
The ways of speaking assessment in the EQuest classrooms
Bostwick and Gakuen (1995) emphasize that assessment can enhance instruction and empower students in their learning when it is authentic and aligned with instructional goals However, the speaking assessments conducted by EQuest teachers lacked authentic interaction, as teachers failed to elicit spontaneous responses from students, resulting in minimal face-to-face communication Additionally, teachers provided questions and tasks in advance, contradicting Morrow's (1977) assertion that communication is inherently unpredictable Consequently, students' responses became rehearsed rather than genuine, highlighting the non-authentic nature of the speaking assessment tasks.
This study identified various non-authentic speaking assessment tasks utilized by EQuest teachers to alleviate students' psychological stress Many beginner students at EQuest Academy experience anxiety due to their limited vocabulary and English structures, making speaking assessments particularly daunting To address this, teachers aimed to lower students' affective filter, as suggested by Krashen and Terrell (1984), by reducing unpredictable factors that contribute to anxiety By fostering a supportive environment, teachers encouraged students to interact with confidence However, students often felt intimidated by unfamiliar test formats and a lack of preparation, which hindered their ability to perform at their best.
Teachers implemented time-efficient speaking assessment tasks to manage large classes within limited timeframes while coping with their heavy workloads This approach alleviated the burden of speaking assessments, allowing educators to focus solely on rating students' responses based on promptness and preparation, rather than taking on the role of an interviewer.
Teachers' perceptions of theory of speaking assessment
This study also indicated that EQuest teachers were not equipped with an adequate theory of communicative speaking assessment As a consequence, the teachers had little confidence in conducting speaking assessment
Teachers showed positive attitudes towards classroom speaking assessment as indicated by the comments involving benefits for the students‟ confidence, learning motivation, class participation and so on:
Assessment is an effective tool to encourage learning motivation especially in a short term Without assessment, it would be difficult to get students eagerly involving speaking activities (Teacher 2)
Teacher 4 believed that assessment could enhance student participation during class, emphasizing that her sole criterion was students' attempts to use English, rewarding participation in activities Teacher 7 supported this view, noting that classroom assessments could help alleviate students' inhibitions linked to low proficiency, providing them with more opportunities to practice oral skills and build confidence In contrast, three other teachers expressed skepticism about classroom speaking assessments, particularly criticizing current methods for failing to accurately measure students' genuine speaking abilities, with Teacher 6 voicing the strongest concerns.
The current classroom speaking assessments fail to effectively facilitate speaking skills or motivate students' learning, primarily serving to evaluate students' memorization abilities and report results This approach generates significant assessment-related stress among students.
Teachers' perceptions of the practical constraints in conducting communicative speaking assessment
This study highlights the practical challenges faced in implementing authentic speaking assessments within EQuest classrooms, revealing a significant disconnect between theory and practice that leaves many teachers feeling frustrated Key constraints identified include large class sizes, the burden of excessive workload alongside teaching duties, insufficient training in speaking assessment methods, a lack of effective assessment tools, and difficulties in eliciting student responses As a result, many educators refrain from attempting communicative speaking assessments, while others abandon the effort after only a short trial.
A key factor influencing the use of communicative assessment in EQuest classrooms is the teacher's personal belief in exploring innovative speaking assessment methods and their determination to overcome practical challenges One teacher highlighted her approach of using picture descriptions to encourage student responses, demonstrating her patience in managing students' hesitations during the assessment process.