This is the final report of a three-year research project (2004-2006) that aimed to develop a diagnostic and evaluation test of Toyo Eiwa freshman students\u27 English proficiency for the purpose of placement and formulating teaching goals. It follows the two reports: "Reconsideration of Grammar in English Teaching: A Research on the Grammatical Items to Test the Students\u27 English Proficiency" Ronshu (2007) and English Education Workshop (2007). Analyses of the results of the second experimental diagnostic and evaluation test (Test β ) suggest that (1) a more complete knowledge of grammar be needed to fill gaps in students\u27 general understanding of English and also to improve students\u27 communicative competence in English, that (2) a grammar-centered proficiency test should vary for placement and teaching, that (3) there are some grammatical items that can effectively indicate where a learner stands in their understanding of English syntax, and the application of recent, emerging linguistic theory, which encourages students to participate in more classroom activities, should work well in the teaching of English grammar at the university level, and that (4) a deficient knowledge of basic English sentence patterns can obstruct effective English learning, and it is recommended to acquire essential knowledge of English grammar and vocabulary in pattern practice activities. To sum up, to conduct a grammar-centered diagnostic and evaluation test of English is not only the beginning of remedial English education but is also that of an active learning classroom approach toward full English proficiency at the university level
