<![CDATA[This study explores classroom-based speaking assessment literacy among novice English teachers who had completed Indonesia's PPG Prajabatan program, focusing on assessment knowledge and its relationship to classroom enactment. A qualitative multiple-case study was conducted in two phases. In Phase 1, ten teachers completed scenario-based tasks concerning assessment purposes, content/criteria, and methods, and seven participated in interviews. In Phase 2, classroom observations, follow-up interviews, and instructional documents were used to examine the practices of three focal teachers. Data were analyzed using the Teacher Assessment Literacy in Practice (TALiP) framework. The findings show that eight participants articulated formative purposes and six articulated summative purposes. Pronunciation and fluency were the most frequently identified criteria, while presentation or monologic performance was the most frequently articulated assessment method. In the three observed classrooms, speaking assessment served both learning and grading purposes, indicating broad correspondence in assessment purposes. However, criteria documented in lesson plans were not explicitly communicated to students during the observed speaking tasks, indicating a planning–practice discrepancy. Oral performance tasks were used in practice, but teachers relied substantially on scripted and rehearsed performances, which they described as necessary for learners with basic English proficiency and as manageable within classroom constraints. This reliance limited opportunities to observe more spontaneous oral language use. Overall, the relationship between assessment knowledge and classroom enactment varied across assessment domains and was context-dependent.]]>
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