To offer useful data for the quality contral in constructing the college extrance examination, by idenfitying the weakness and inadequacy of the testing materals, and suggesting resolutions to the problems the college entrance testing materials in such subject areas as Korean, Physical and earth science have been examined and analyzed. According to the analysis of the materials, conducted in the school year of 1990, test items of Korean showed that they assessed the undesirable bahaviors. such an examination could be called evaluation without objective, that is , objective-free evaluation. Among 39 items 61.6% were not worth being measured. Items assessing recall of trivial sperific facts and words were 56.4%, and items assessing simple ocmprehensions were 33.3% . Items measuring the capabilities concerning interpretation and analysis were only 10.2% . And there were no items evaluating such high vapabilities as judgement and organization (synthesis). Therefore, the recommendation should be suggested that the Central Bureau of Educational Evaluation discard the current method of Korean test construction, making any questions about any passage arbitrariliy selcted by the test item makers untrained in educational evaluation. And the bureau should try to make careful evalution design including the selection of the desirable objective before making test items. The results of analyzing the test items in physical (four rounds of examination durin the school years of 1988~1991) showed that the difficulty levels of them almost belonged to medium. This meant that the items could not discriminate the excellent students who had obtained the desired performances between the students who had failed to achieve the objectives. Since the physics test items were restircted to 17 among 50 majof units of the courses in physics 1 and 11, physics examination could measure only 33.3% of the important concepts and principles in the subject area. Some of the items were designed to measure recall of concepts, and most of the items were expected to solve given simple problems. So there were no items measuring high level problem solving abilities. The analysis results of earth science test items(1990) showed that items measuring memory and comprehension were 76.5%, and items measuring problem solving capabilities were only 23.5% . the test items of the same subject(1991) showed that items assessing memory and comprehension invreased to 79.4% and items making assessment of performance ralated to problem solving decreased to 20.6% . This menat that the quality of earth science testing materials became worse.