Abstract
This paper reports the current attempt to develop English language proficiency benchmarks (Can-Do lists) suitable for students at Ehime University. A survey was conducted in order to create the educational and achievement goals for the university's General English Education courses and the standards for assessing the level of achievement of those goals. This paper focuses especially on the benchmark of the writing course and describes the concrete procedure by which it was established. If we set appropriate achievement goals and assessment standards we can decide on assessment standards and methods that conform to them. Once such standards and methods have been decided, we can use them as the basis for developing more effective teaching methods. Thus, this paper will be a beneficial source of information for both language educators and curriculum designers who intend to create more appropriate educational and achievement goals for their students and improve methods of teaching and evaluation suitable for them.
