Plans for new school/university entrance examinations and program assessment in the Republic of Korea are examined as such plans represent a significant variable in the formula for educational reform. In 1987, a Presidential Commission on Educational Reform identified evaluation and testing as a critical factor in the reconstruction of the nation's school system. Historically, students studied a national curriculum and were evaluated at grade level on national standardized tests and periodic national high school and college entrance examinations. Policy planners and the professional education community are now dealing with complexities in the reformulation of tests and measurements to reflect individual student aptitude in the redesigned curriculum and to judge institutional competency based on proposed accreditation standards. Unfortunately, consensus has not been reached on the definition of a "scholastic aptitude test", and no bank of test questions has been developed using a standard of reliability and validity. Moreover, universities and secondary schools are inadequately prepared to run their own, independent screening programs. The Commission has recommended preparation of test guidelines by universities based on high school curricula, reinforced career guidance programs, and established quantitative targets and major indicators of educational growth. (TJH)