Two experienced English teachers can listen to the same student and arrive at different speaking scores. Why? Not necessarily because one is right and the other is wrong. Sometimes, they are paying attention to different aspects of the performance. One assessor may focus on grammatical accuracy. Another may give more weight to fluency, while a third may interpret hesitation or pronunciation differently. A speaking rubric can help, but simply giving teachers the same rubric doesn't automatically mean they will interpret it in the same way. What matters is how assessors discuss the criteria, identify evidence in student responses, and explain their judgments. This has become an important part of my work in English-language assessment and educational research. I've recently developed an ESL Speaking Assessment Rater Calibration Mini-Lab, designed to help teachers examine differences in scoring decisions and practise evidence-based assessment discussions. The resource includes structured calibration activities, scoring guidance, and practical materials for teacher professional development. It's intended as a training resource, not a validated assessment benchmark. You can explore it here: https://www.teacherspayteachers.com/Product/ESL-Speaking-Assessment-Rater-Calibration-Mini-Lab-Teacher-Scoring-Feedback-17916219 A question for fellow English teachers and assessors: When you assess speaking, which criterion do you find most difficult to apply consistently: fluency, pronunciation, grammatical accuracy, or interaction? I'd be interested in hearing how you approach it.