This study was conducted to develop the new method of performance assessment for the art classes of junior high school students in Korea. To prepare the new millennium for our youngsters, we are better to change the preposed mind and thought about the honored student we believe. Along with the reformation efforts of the national public education program, the performance assessment may plays an important role in its educational settings for encouraging our students in their creativity. To improve reliability and validity of the performance assessment method to imply for the grading of art matters produced by students, the more rigorous development of basic and technical skills of evaluators are essential. The major purpose of this study was to examine the applicability of the assessment methods in order to make the best use of the individual characteristics of art subject, and to provide assessment methods and materials which are developed for the practical use in junior high school in order to evaluate students’ learning abilities. This study included 1) the analysis on the preceding research done in Korea and other countries, and the tendency of the art assessment nationwide, 2) the contents and directions of assessment for art activities in artistic experience, expression and art appreciation, 3) the application of nine assessment tools, 4) the development of performance assessment in art subject including assessment models which were developed. The results of this study are the followings: First, in the early 1990s the concern in art assessment was focused on how to evaluate students’ artwork, and in the latter half of the 1990s it was focused on the art assessment itself whether it is reliable or not. Second, America, England and Australia have their own art assessment strategies and tools based on their own national curriculums and achievement standards respectively. Third, in each art activities of artistic experience, expression and art appreciation, art students’ understandings and thoughts should be considered and there should be no subjective opinions included in the evaluation. And last, models for performance assessment for the subject of art were presented in order for art teachers to apply for their art classes. The recommendations for future implementation and implication of assessment models in junior-high school settings provided directions for development. Those are: (1) Models for performance assessment would assist art teachers to lead balanced instruction regardless of their speciality or major. (2) With the help of these models, art teachers would be able to develop differentiated instructional models and assessment materials considering students’ individual differences. (3) They would be used as educational materials to develop instructional methods and procedures, to set up educational plans, and to understand educational effectiveness. (4) They would be used to evaluate the whole procedure of class as well as students’ creativity and problem-solving abilities. (5) Providing preliminary information on the procedure of the class and assessment, they could be used as preparatory materials for instructional contents and methods. (6) To provide precise information on each sub-categories, it would be easy to grasp what to be supplemented. (7) Due to these models, it could be possible for art teachers to evaluate students equitably. (8) They would provide exclusive informations on students and be used as basic sources for improving art class.