This study is purposed for exploring implementation of Korean language education (KLE) polices in schools and its philosophical implication, especially focused on ‘assessment of affective domain (AAD)’ policy. As a result, two types of stances in schools have been presented. The one is ‘passive resistance’ stance, which has tried to implement assessment at least with critical attitude toward AAD. The other is ‘positive adjustment’ stance, which has tried to pay attention to students' affective features now and here at most with critical, but receptive attitude toward AAD. Teachers, who implement policy lastly, also present two types of stances toward already decided consensus by school. Therefore, for formulating KLE Policy, these implementation stances in schools should be considered.