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In 1992, the Ministry of Education, Science and Technology of South Korea prioritised teaching English for the purpose of communicating. Ever since that time, effective language skills: writing and speaking have become increasing more significant in South Korea. As part of my responsibilities, I designed part of a training program to teach and assess the essay writing skills among a bunch of English teachers. The program comprised a high-stake (significant) evaluation which I designed based on independent research in addition to feedback from co-workers, Korean English teachers, managers of this institute and a teacher coach working with the University of Cambridge. This essay provides an overview of how the test was derived. It examines how I determined the aspects to be taught and assessed. Then the second half discusses the format of this assessment. II. What to assess 1. Discovering the requirements of the trainees In order to develop a course with its content, assessment and instruction methodologies unique to the target Trainers, it would be define and analyse their requirements as an integral part of course design. The approaches to identify and analyse the needs of students is collectively called needs analysis (Richards, 2001 & Basturkmen, 2010). Sometimes a needs analysis contains a diagnostic test to learn about their strengths and weaknesses (Hughes 2004). In this case, because I was not able to conduct the analysis directly with the target trainees due to practical reasons, I completed the demands analysis based on another classes of trainees who worked as English teachers in Busan. Since I've taught the sample group, the formal demands analysis serves to construct in my вЂњexisting knowledgeвЂќ (Basturkmen, 2010:26) got from...