This paper attempts to submit an evaluation plan based on word naming tes perspectives. The uniqueness of the evaluation of this perspective is the use of psycholinguistic norms to identify inhibiting factors as well as supporting kanji recognition by learners. In addition, a detailed analysis of the kanji constituents is to be tested. The psycholinguistic norms and characteristics of the kanji constituents are exemplified in the design of the evaluation in this paper, including: frequency effects, cumulative frequency effects, family size effects, word complexity, and so on. While the kanji constituent seen from the visual form of kanji graphics on the phonetic and semantic radicals; a nd consistency of compound kanji pronunciation. This evaluation is based on a study of how information processing takes place in the mind of the learners. In the field of visual recognition of words, the task commonly used to test cognitive learning abilities is the word naming test. In this test the learners are asked to pronounce the visible kanji on the computer monitor quickly and accurately within the specified response time limit. Learners' answers will be recorded and then analyzed offline. Advantage of this evaluation is teacher or lecturer can identify factors causing learners difficulties in recognizing kanji. Keywords: word naming tes, ability to read kanji, evaluation