This study aims to analyze diagnostic tools designed to assess the spoken communicative proficiency of elementary and middle school students in Korean. It aims to investigate the teaching and learning needs of both teachers and students in this context. Through surveys and in-depth interviews with teachers in elementary and middle schools, the study employs both quantitative and qualitative analyses. The findings identify seven key areas for assessing tools related to spoken communicative proficiency, shedding light on the demands and needs of teachers and students. The study derives five implications crucial for the development of diagnostic tools tailored for measuring spoken communicative proficiency.