The present study has examined the various views of language assessment and analyzed the present state of Korean assessment in Mongolia specifically focusing on critical assessment. The study attempts to criticize the bullish tendency of high-stake Korean tests like TOPIK which has harmed the independency of Korean education, and seeks for solutions to overcome this crisis. On the basis of the above precautionary examination, the compatibility of critical theory assessment as an alternative to the present assessment of the Korean proficiency test has been discussed in the form of assessment and the effect on the theory of assessment in order to activate Korean education in Mongolia. The study attempts to explore the key factors necessary for making progress in Korean learning and instruction in its theoretical basis and in the development and practice of the test. The following four factors were extracted from the study. Firstly, the study about the Korean assessment should be led by authorized professionals on language proficiency assessment under the supervision of a dependent research institute. Secondly,we need to try to develop a variety of high-stake tests of Korean language proficiency. Thirdly, depending on the purpose of each test,valid and adequate assessment tools must be created. Lastly, we need diverse low-stakes tests for: performance test, authentic test, colleague test etc.