In Germany, there is a lack of tests such as TOEFL and TOEIC. Many think that the individuality of students is ignored in such standardized tests. Multiple choice tests are criticized in Germany for the same reason. And Germans also think the evaluation form based on behaviorism is overused. Each province in Germany has its own system to control the Abitur of Gymnasium which is necessaη to gain the admission to universities. Students take examinations in each subject for the Abitur in the final year of high schools. The examinations are composed of diverse forms including subjective questions and sometimes multiple choice questions which are used only if necessary. Zertifikat Deutsch was developed in the 1960s and Test DaF has been used since 2001. Tests must be based on the principles of objectivity, reliability, and validity. Evaluations should follow the goal and the curriculum of education. Subjective, objective, and semi-subjective questions should be mixed. Tests themselves should not be the object of teaching, but just tools to improve students' abilities. Tests should raise students' motivation, let them consider their own ability, and help them to choose their ways of leaming. This paper suggests further that evaluation forms of German education in Korea should be systematized. A German level test that examines grammar, vocabulary, and the four functions of language should be developed. It must be closely related to the goal, quality, and levels of German education both in high schools and universities. The level test would be possible through the cooperation of organizations, Education Ministry, public institutions such as German societies and Goethe Institut. Databases of grammar, vocabulary, and the four functions of language could be built for each level of the test. This database should be helpful in teaching German and editing German textbooks as well. The test could also be acknowledged as an official German proficiency test and used for the entrance to undergraduate, graduate schools, jobs etc. The quality of German education will be improved through this consolidation.

Concerning the education imbalance on foreign languages in korea, this study suggests the development of a systematic way to test the German language proficiency. For English, Japanese, and Chinese, the efficiency tests serve as a motivation to study, leaving positive impacts on the education of those foreign languages. However, for less popular foreign languages, the case is quite different. With no systematic evaluation standards, only those who studied abroad benefit from these efficiency tests performed by the universities on their own. Furthermore, invented in their home countries, tests such as the ZD, ZMP for German, and the DELF/DALF for French are only for those with intermediate command of the language, which doesn’t help Korean learners in secondary school who are mostly in the beginners’level. This all leads to the necessity of a systematic proficiency test, approved by universities, for foreign languages. This study suggests a way to develop the proficiency test for German according to the proficiencylevel ranging from beginner to advanced courses taught at universities.