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This study used Multi-facets Rasch Model to examine how native Korean-speaking and non-native Korean-speaking pre-service teacher assess students’s oral Korean performance. The evaluation behaviors of two groups of pre-teachers were compared with regard to internal consistency, severity and evaluated criteria. Results of Many-facets Rasch Measurement analysis showed that the most of the native pre-teacher and non-native pre-teacher maintained acceptable levels of internal consistency, with one inconsistent raters in each group. These two pre-teacher’s group also exhibited similar severity patterns across different tasks. However, substantial dissimilarities emerged in the evaluation criteria teachers used to assess students’ performance.