One of the main challenges faced by EFL instructors in higher education is to determine with accuracy the level of improvement attained in the speaking skill of their learners. The present research project has the purpose of consolidating the implementation of effective assessment tools that strengthen the monitoring of how L2 oral productive language skills are developed at the Language Center at Universidad Técnica de Machala (UTMACH). This study was conducted under the premises of action research where quantitative and qualitative methods were applied. To begin, a review of the literature was performed considering the relevance and setbacks of L2 speaking assessment taking into account the elements of oral production. Afterwards, an analysis of how analytic rubrics contribute to find strengths and detect weaknesses in the speaking performance of target students. The research hereunder gathered data by means of surveys on both teachers and students, interview of EFL educators, and class observation reports. The information obtained went through a qualitative-quantitative analysis providing elements of judgment to conclude that in general, oral examinations lacked of analytic rubrics in detriment of the formative assessment. Thereupon, a proposal was prepared to cope with the aforementioned academic issue. It consisted of the elaboration of a booklet with guidelines to implement speaking rubrics efficiently during the English teaching-learning process.