Rho, Myeong-wan Examination/test is necessary in the process of school teaching-learning. Examination is one of the components of school curriculum. But it is rather regarded as useful functions for checking and revising the system of the whole processes of school teaching-learning from the goal/objective, the contents/ materials and their organization, the teaching/learning methods, etc. But examination could be more often used in the school setting, not as a supporting system of the learning, but leading object of the whole teaching-learning processes in the school. In this article, the author explains the concept and functions of examination in the context of school teaching-learning, and also proposes some ideas about how to use the examination in the school. 1) Examination should include not only the cognitive aspect of learning, but also the affective aspect of it. 2) The so-called standardized test is too much oriented to the analytic aspect of learning, it might test the discrete skills of cognition, but rather lose the whole aspect of human characteristics. A careful use is necessary. 3) A student's examination scores should not be compared with other student's scores. Examination scores should be rather regarded as the student's developmental marks. 4) Validity is the most important component of an examination. Examnination could be able to measure what it is supposed to measure. 5) Reliability is also an important component of an examination. 6) Multiple-choice type examination has many good points of its own. But, it also has very critical shortcomings. A subjective type of examination which asks students to describe/explain/solve certain points is rather recommended to develop students' high level cognitive thinking skills in the school education. 7) The number of test items in the examination is few, compared with the scope of content the teaching-learning covered. So the test items should be able to represent the whole content. 8) The teacher should be the examiner. If some other person constructs the test items of the examination, then the examination could test contents that are not taught to the students. 9) The examination should ask students to reveal the problem-solving processes. 10) The results of the examination should be interpreted and feed-backed for further development of teaching-learning. 【key words】 Korean language, Measurement, Validity, Reliability Examination of Korean Language,