The present study examines Korean high school English teachers’ and university students’ perceptions about the criterion-referenced assessment of English in CSAT. A total of 400 participants (149 teachers and 251 students) answered an online questionnaire. Teachers showed more positive attitudes than students in their perceptions about the reduction of excessive competition among students, more communicative English classes, and the use of Korean and mathematics scores of the CSAT for the admission materials. Students, on the other hand, were more positive than teachers in their perceptions about the effects of the criterion-referenced assessment of English in CSAT on the reduction of private education and more high scorers in the CSAT. Regarding the alternatives to current criterion-referenced assessments of English in CSAT, teachers seem to emphasize the development of new question types for a valid criterion-referenced assessment system while students seem to focus on improving the communication skills through the English test in CSAT, not on the validity of the criterion-referenced assessment.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Relative and Absolute Criterion of Evaluation
    2.2. English Assessment in CSAT
3. RESEARCH METHOD
    3.1. Participants
    3.2. Data Collection
    3.3. Data Analysis
4. RESULTS
    4.1. Perceptions of the Criterion-Referenced Assessment of English inCSAT
    4.2. Perception Differences between Teachers and Students
    4.3. Alternatives and Improvements for Criterion-Referenced Assessmentof English in CSAT
    4.4. Comments on Criterion-Referenced Assessment of English in CSAT
5. DISCUSSION AND CONCLUSION
REFERENCES

• Hyunju Kim(Professor, Department of English Education, Dankook University)
• Jong-Bai Hwang(Professor, Department of English Education, Konkuk University) Corresponding Author