The 2015 revised Korean language curriculum emphasizes core competencies and assessment. However, what we are aiming at in the course of curriculum is that various variables are encountered in the actual stage of education. Therefore, what is declared in the curriculum general course and course curriculum document should be transferred to a discussion on concrete action plan. This study explored the present status and tasks of Korean language core competency assessment by analyzing 8 research reports related to classroom assessment of elementary research-school and teachers’ study group for critical review on practical level of curriculum education. As a result, the characteristics of Korean language and core competence evaluation are as follows: ⑴ linking achievement standards with core competencies, ⑵ integration of achievement standards and development of integrated tasks and integration between courses, and ⑶ present performance assessment as appropriate method for core competency assessment. However, there were also points to be discussed later: ⑴ interpretation of core competency sub-factors is arbitrary, ⑵ essential learning elements may be missing when integrating achievement standards, ⑶ Expansion of performance evaluation item spectrum, and ⑷ Inadequate plan to utilize evaluation result.