[SUMMARY] The aim of this paper is twofold. Its first purpose is to compare the differences in awareness about the J-POSTL (Japanese Portfolio for Student Teachers of Languages) between in-service teachers and students in the teacher training course at a university, from the following four viewpoints: "method of measurement and evaluation;" "language performance;" "self-evaluation and mutual evaluation;" and "international understanding."For the second purpose, while paying attention to the answers to an open-ended question, we provide suggestions to in-service teachers by describing the characteristics of the in-service teachers in our survey who described doubt or anxiety about the evaluation. The number of the participants in this study was 76, consisting of 38 teachers from primary school and 38 students in the primary-school-teacher training course at Chiba university in Chiba, Japan. First, we conducted a confirmed factor analysis to check whether the four factors of the J-POSTL for primary-school-teacher training reflected the consciousness of the Japanese primary school in-service teachers and the students in the teacher training course. We learned that each of the four factors reflected both the consciousness of the teachers and that of the students. Then, we performed a one-way analysis of variance (ANOVA) to examine the differences in awareness between the teachers and the students. We found that the in-service teachers' mean was lower than that of the students for all four factors. From this result, we conclude that the in-service teachers who experience foreign language activity take the evaluation of the primary schoolchild too seriously.