In general, while the cherry picked data is indisputable and it does show evident strong points in the Korean secondary system of education, it nevertheless reminds us of the ‘half empty vs. half full’ argument. That is, while Korean high school students do well in reading and math education, easily taught in a teacher centered classroom environment, they are nevertheless insufficiently versed in creative processes as well as in the art of academic writing. What is more, the Korean SATs are for the most part based on a system of multiple choice questions, and there is little focus on assessing creativity and the skill of writing. In the words of my math education student, Park Ga-yee, (SAT) high school “examination consists of multiple choices questions. However, students only learn how to pick a good answer, therefore the Eastern approach is no longer helpful for students in current time.” What she really means is that Korean high schools fail to provide pure education in a trade off for preparing students to pass the SATs as a necessary means to enter university, and that this is no longer a viable thing to do in today’s society. Thus a move toward a Western educational approach is warranted.In essence, the system of evaluation proves to be an evident shortcoming of Korean high schools since the entrance to universities is primarily determined not by student performance in high school but by the scores they attain on the SATs. Consequently, since the principal goal of high school education is to prepare students for the SATs and since the annual SATs fail to take skills pertaining to creative processes and class participation throughout the high school years into account, Korean students are as a result insufficiently prepared for university education since university education/assessment in and out of Korea is very much unlike that found in Korean high schools. After all, universities, especially the higher ranked Korean universities and those abroad, invariably require relatively higher levels of creative thinking, self motivation and satisfactory writing skills from their students. According to Eo Jo-Hyang, my student at Korea University, “we have to change the form of the entrance exam. Not just choosing but writing his opinion then, maybe he can improve his thinking way.