Abstract
The purpose of this trial is to become aware about our evaluation schemas, which are used when evaluating writing materials by Japanese language learners. For the purpose, we compared our own feedback on writing materials by eighteen intermediate learners. As a result, it was illustrated that a teacher and a teaching assistant evaluate materials based on different evaluation schemas. For example, the teacher was thought to value "structure" a lot while the teaching assistant valued "format" more. Moreover, self-reflection revealed some factors affecting the evaluation schemas of each.
