One of the critical issues in the field of translation assessment is a lack of systematic criteria that can be used universally to assess translations. This presents an enormous challenge to translation teachers, who need to asses students’ translations and provide constructive, detailed feedback. This chapter discusses how meaning-oriented translation assessment criteria have been used to address the challenges in teaching English to Korean translation over several years at Macquarie University. The meaning-oriented criteria have been devised using a text analysis approach based on systemic functional linguistics (SFL). The pedagogical effectiveness of such an assessment tool is also discussed drawing on both qualitative and quantitative data.