Abstract
The English Education Center at Ehime University has been carrying out a series of studies in order to establish achievement goals and standards for evaluating achievement in General Education English classes. Based on preliminary questionnaires given to instructors and students, we have created tentative "Can-Do Lists" (benchmarks for evaluating English language proficiency) for four language skills. This paper, focusing especially on the benchmark of the writing skill, reports the current attempt to elaborate and validate the "Can-Do Lists", and suggests some effective ways to make good use of them. Although there has conventionally been a strong need for learning support that is based on achievement goals, this paper takes a specific perspective that provides effective guidance for that purpose.
