Fujisawa, Yusuke2011-06-092011-06-092004http://hdl.handle.net/10125/20219Inspired by the limitation of current listening/speaking diagnostics at ELI, which lacks feedback directed to students, developing rating scales for oral presentation and group discussion activities was deemed useful. After intensive consultation with the ELI instructor, analytical and task-specific rating scales were developed for oral presentation and group discussion activities. A pilot study was conducted to examine the applicability. The results showed that although inter-reliability was meaningfully high, discrepancies between raters suggested that the rating scales should be modified. Pedagogical implications are to be presented.26 pagesdiagnostic testassessmentrating-scaleproficiency