<![CDATA[Speaking skills are one of the important competencies in Indonesian language learning at the elementary/Islamic elementary school level that need to be developed through contextual and meaningful assessment. However, speaking skills assessment in schools is still dominated by conventional assessments so that students' speaking abilities have not been measured optimally. Authentic storytelling-based assessment is an alternative that can be used because it is able to assess students' speaking performance directly through storytelling activities. This study aims to examine teachers' understanding of authentic storytelling assessment and its design, as well as to analyze the problems and solutions. The method used is a literature study with a content analysis approach to relevant journals, books, and previous research. The results of the study indicate that: (1) teachers' understanding of authentic storytelling assessment emphasizes contextual performance-based assessment and focuses on the process and results of students' speaking skills; (2) the design of authentic storytelling assessment is carried out through the stages of planning, implementation, assessment techniques, media utilization, and systematic follow-up; (3) implementation problems include limited teacher understanding, instrument preparation, time constraints, and low student self-confidence that can be overcome through improving teacher competence and appropriate learning strategies.]]>
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