The learning objectives in the English curriculum of Central Switzerland designed for grades 3 to 6 are based on the descriptors of the Common European Framework of Reference for Languages (CEFR). They stress the importance of the development of communicative competencies including speaking skills. Within the communicative approach learning progress can be conceptualized as becoming increasingly independent of contextual and situational cues as well as of direct assistance by the interlocutor. Hence, the emphasis is on the ability to functionally communicate rather than on matters of correctness and accuracy. In this presentation we will outline how speaking skills of young learners can be assessed when taking these theoretical tenets into account. We will present an oral achievement test that was developed within the framework of a three-year longitudinal study that assessed children’s listening, reading (n=1008) and speaking skills (n=120). The English-speaking test comprised an interview and a role-play. The analysis was carried out based on different dimensions (task fulfilment, interaction strategies, complexity of utterances, range of vocabulary). The method employed in this study permits the quantification of speaking skills for a relatively large sample. By way of illustration, video extracts will be shown and research results will be presented.