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Although testing is closely related to teaching and improvement in learning, English tests in Korean elementary English classrooms have not established any solid ground for their practice. This is due to the fact that the 7th English curriculum of the Department of Education does not mandate elementary school teachers to administer formal English tests, along with many other practical constraints. This study assumes that evaluation is a critical component in elementary English education, and investigates practices related to implementation and evaluation in the classroom and teachers' opinions on the issue. This investigation was carried out by conducting a survey of 58 elementary teachers. The findings confirm the shaky ground for the current assessment practices and identify a number of problems. This study concludes by offering two solutions to the problems, the rigorous application of informal evaluation methods and the improvement and reinforcement of pre-service and in-service teacher education programs.