Abstract The main purpose of this study was to examine the practice of speaking classroom assessment in EFL class in Chagni General Secondary and Preparatory School. Eighteen EFL teachers were selected using comprehensive sampling and 72 of grade 11 students were selected using simple random sampling as the participants of the study. Classroom observation, interview, questionnaire and document analysis were used to gather data. The reliability of the instruments was tasted by cronbach alpha coefficient. The computed cronbach alpha of the instrument was 0.86 for the practice questionnaire items and 0.66 for observation checklist. Since the minimum cronbach alpha result is <0.5) or poor, the result showed above 0.66 is said to be acceptable, so that it was found as reliable. Both quantitative and qualitative methods of data analysis were used. The finding of the study revealed that EFL teachers rarely implement classroom assessment practices in their speaking classroom. Furthermore, EFL teachers did not use different classroom assessment methods in their school rather they use summative assessment to assess their students’ performance. Teachers’ lack of knowledge, students’ lack of interest, lack of instructional materials, large class size, time constraints and classroom seating arrangements were some of the challenges to implement classroom assessment in speaking. Regarding classroom assessment guideline, the researcher observed no classroom assessment guideline to measure practical skills. A number of factors related to the school, the students and the teachers directly or indirectly hampered the practice of assessment in EFL speaking classroom. To conclude this, on the bases of findings, a few recommendations were forwarded i.e. teachers need to arrange strategies, teachers should benefit from sharing ideas themselves, continuous follow up and assistance and the like are presumed to enhance the teachers’ actual assessment practices.