Abstrak
This study examines how speaking assessment is carried out under the Merdeka Curriculum at SMP Muhammadiyah 2 Tarakan, with a focus on diagnostic and students. Using a descriptive qualitative design, data were gathered from document formative assessment practices and on how they are perceived by both the teacher and analysis (teaching modules and assessment rubrics), classroom observations, and semi- structured interviews. The participants were one English teacher and nine seventh- ability levels. The data were analyzed thematically, and credibility was strengthened grade speaking through source triangulation. The findings show that diagnostic and formative assessments were implemented in an organized and differentiated way, aligned with Merdeka Curriculum principles, through activities such as interactive games and paired dialogues. However, students' experiences did not always match the teacher's intentions. In particular, students reported that assessment criteria were not clearly communicated, and many experienced considerable speaking anxiety-both of which became major barriers. Even so, students felt that these classroom activities helped them participate more actively and gradually build confidence, which they associated with improvement in speaking. These results point to the need for clearer, more consistent communication of assessment rubrics and for structured instructional strategies that address affective factors, especially anxiety, so that formative assessment can work more effectively within a supportive and inclusive learning environment.