This work analyzed the contents validity of the questionnaires of Test of Proficiency in Korean(TOPIK) for assessing the proficiency of the Korean learners. This article evaluated three parts of TOPIK-which are writing, listening, and reading-vocabulary and grammar excluded, on the premise that Korean proficiency is evaluated through actual usage of Korean in the communicative situation. We picked up four categories- function, context, contents and text form-for analyzing the contents validity, based on the assessment criteria presented at syllabus for TOPIK. In result, it was shown that the assessment criteria was not reflected by the questionnaires for each category. Therefore, it is not likely that the questionnaires for TOPIK are representative of the assessment criteria presented by the institute in charge of the test.Two possible explanations exists for reasons why the questionnaires lack the contents validity. First, the provider of the questionnaire did not take account of the assessment criteria. Second, the assessment criteria, per se, are not appropriate in validity. If an assessment tool lacks contents validity, although it fulfills credibility, practicality and difficulty, then it should be reconsidered as a proper assessment tool. In order that the TOPIK could enhance the contents validity as an official assessment tool, a research is warranted for solving above issues with an open mind to those two possibilities.