SKA Secures Legal Standing as an Official Korean Language Proficiency Assessment: Global KSI Staff and Learners Express Expectations and Hopes
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작성일 2026-05-27
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SKA Secures Legal Standing as an Official
Korean Language Proficiency Assessment:
Global KSI Staff and Learners Express Expectations and Hopes
Korean Language Proficiency Assessment:
Global KSI Staff and Learners Express Expectations and Hopes
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“More opportunities have opened up for Korean learners around the world.”
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3rd iSKA administered on April 18
The 3rd Stepwise Adaptive Sejong Korean Language Assessment (iSKA) was administered on April 18, attracting
learners eager to measure their communication abilities. This exam has garnered significant attention for its
adaptive testing format, where the difficulty of questions is adjusted according to each examinee’s proficiency
level. Recently, the Sejong Korean Language Assessment (SKA) secured legal status as a nationally recognized
Korean language proficiency test through a legislative amendment. This milestone has created a solid institutional
foundation, and applications of the test are expected to expand to areas such as visa issuance, university
admissions, and employment.
3rd iSKA test-takers listening to an explanation of the exam before entering the test site
Developed and administered by the King Sejong Institute Foundation (KSIF), the SKA comprehensively evaluates the
communicative competence of non-native Korean learners. Unlike many other proficiency tests, it assesses all four
language skills: listening, reading, writing, and speaking. Test items are designed to reflect real-life
communication contexts, including everyday situations and workplace scenarios, to ensure that learners are
evaluated on their practical ability with the Korean language.
A test site for the 3rd iSKA
◇ Messages from Various Continents Regarding the Recent News About the SKA
The recognition of the SKA as an official national language proficiency assessment has drawn enthusiastic
responses from KSIs worldwide. Foreign governments and educational institutions welcomed the development with
messages of congratulations and encouragement. The celebrations were accompanied by growing expectations and
inquiries regarding the future management and operational direction of the assessment.
