The purpose of this study is to investigate the effects of using dictation tests, which are already useful for teaching-learning methods, as Korean evaluation tools. This study includes various forms of dictation tests, some procedures of taking dictation tests, grading procedures, and selecting evaluation elements. Dictation tests can be modified according to the purposes of the evaluation, learning contents and learner’s abilities. This study suggests a hierarchial approach in dictation tests following to learner’s level and focuses on meaning-reconstruction as well as understanding communication environment. Especially, dictogloss can be a meaningful evaluation tool for the advanced learners because it can promote communicative competence. It is necessary for dictation tests to be standard evaluation tools by verifying validation and reliability of them and being officially recognised procedures of taking dictation tests, grading procedures, and selecting evaluation elements. Also it is required to chase up the improvement of students’ language skills through follow up researches on dictation tests. However, this study is a significance that an initial experimentation study of those further researches.