In this paper, we examined the problems of the communication skills diagnosis tool in K-CESA, a representative domestic key competence diagnostic tool, and looked for ways to improve it. Despite the previous performance, some problems have been raised, including low scores on performance tests and the negation of the meaning of standardized scores. In content, there were problems with diagnostic tools that did not fit college students, learning effects from using a single question, and real measurement methods for discussion and coordination. To improve the system, the government proposed regulation adjustment, adjustment of inspection time for increasing sincere participation, and improvement of questions for college students, and suggestion of problem banks through development of various types of questions. Based on these details, various methods for building and diagnosing continuous competencies development monitoring system and developing inspection tools corresponding to target characteristics were presented as suggestions for developing future key competencies diagnosis checks.