This paper investigated the issues related with the descriptions and developments of achievement standards in the reading skills on the National Assessment of achievement tests. Reading achievement standards come or abstract from grade-contents of Korean-curriculum, which are divided largely as three, ``Literal, Interpretive, Applied``, called as ``middle domains`` in achievement-tests. there are some issues in achievement-tests. First is construct validity, according how validly achievement-standards from curriculum are satisfied as evaluation-objectives. Second is sincerity, according how authentically evaluation-contents in the test-items reflect actually by reading skills performed from curriculum. Third is concreteness, according how elaborately test-items are designed as which learners` language competence and skills are well measured. As a result, balances and consistencies of description between development-grades and learning-concepts are needed.