Abstract
The purpose of this study is to analyse scientific texts used in Korean reading assessment. For this purpose, total 36 scientific texts used in 1994~2015 College Scholastic Ability Test(CSAT, Language Art) were analysed and then categorized with its characteristics. Before analysing texts, theoretical tool was designed based on Wang(1998), which had analysed contents of scientific history texts in textbook. On the contents level, scientific concept, process, context, and on the expression level, mainly paragraph were selected as key items for analysing texts. Using this theoretical tool, scientific texts used in CSAT has finally categorized into four types as follows. Type ① is the text which has included scientific concept, process, context, and these contents have fitted in with paragraph structure, so it would be appropriate texts in Korean reading assessment and scientific education also. Type ② is the text which has mainly included scientific concept without process and context, and these abstract concepts have expressed with very elaborate and detailed sentences. So it could not be read easily without content knowledges. For this reason, this type would be reconsidered as texts for reading assessment. Type ③ is the text which has included scientific concept and process. Depending on how much this process would be exposed on the text and how much this process would fitted in with writing strategies of developing content, appropriacy of this text would be differentiated. Type ④ is the text which has included scientific concept, process, context, however, these contents have not fitted in with paragraph structure. So it might be appropriate texts in science education, however, in Korean reading assessment it would not.
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