The purpose of this thesis is to examine whether performance assessment of Chinese literary works is useful and whether the test enhances students\' understanding and interest in Chinese literary works. The first chapter presents the reason why performance assessment of Chinese literature is necessary as a means of expanding students\' understanding and interest in Chinese literature, study purpose, and study method. The second chapter seizes the nature of performance assessment and examines the situation, direction, and necessity of performance assessment in education of Chinese literary works. In the third chapter, the assignments were given : for \'A Pearl Swallowed by A Goose(an anecdote by Yoonhwe, 尹淮)\', \'to write your own experience related with the topic\' : for \'Chinese poems, Gyujong(閨情) and Sangsamong(想思夢)\', \'to rewrite the two poems in the form of letters\' : and for \'Goungseol(鏡說)\', \'to rewrite the essay with different viewpoint\'. The forth chapter collects a questionnaire in order to seize whether the assignments played a role for the students to understand Chinese literary works and to take an increasing interest in them after the assignment. The results were analyzed in search of any problem for some improvement in performance assessment. The following facts are revealed from the analysis : (1) The plan of performance assessment of Chinese literary works helped the students understand the works. (2) The plan played a stimulating role in arousing their interest in the works. (3) If the plan is supplemented, the plan could become a teaching-learning plan and an evaluation plan. However some problems are revealed from the analysis in spite of the above affirmative effects : There is the tendency that the students are unable to do their assignments in a creative and varied way because they are conscious of their tests. The students are pressed for time to do their assignments and the teacher\' office hours are also insufficient, The students do not come close to Chinese literary works but they regard them only as an evaluation. These problems could be solved only after more of teaching-learning method and evaluation plans by which the students come close to the works with earnest interest are formed.