This study was conducted to develop the performance assessment of portfolio for the seventh grade art class in junior high school in Korea. 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. Portfolio is one of the typical the performance assessment tools. To improve validity and reliability of the grading of art activities by students, an evaluator's subjective opinion should not be included in the evaluation and it is essential to develop the more rigorous assessment. This study developed five portfolio performance assessment samples to evaluate the seventh graders' art learning abilities in aesthetic understanding, studio art and art appreciation. The sample includes unit title, contents areas in art curriculum, evaluating grade, evaluating purpose, assessing question, grading standards, assessment tool, and sample answer. Evidence materials like proposal about artwork, report, and self or fellow evaluation report as well as artworks were assessed together at each assessment. Self and fellow evaluation report can supplement a teacher's assessment and give students an opportunity of introspection. The results of this study are the followings: First, art evaluation could be diversified, specialized and characterized by portfolio assessment. Second, portfolio could assess various aspects as activity, thought, feeling and emotion of students, through evident materials, in art process as well as artwork outcomes. Third, performance assessment could be trusted by evidence materials in portfolio and grade standards. Fourth, portfolio assessment make it possible qualitative assessment in art education. Fifth, portfolio make students familiar with subject and participate positively.