Along with the educational innovation and its strong needs for change, performance assessment plays an increasing role in educational field. The very characteristic of the subject matter of art, a form of qualitative inquiry, requires the qualitative assessment. The introduction of performance assessment in art education should be evaluated positively in that it provides the base in which the qualitative feature in art education would be reflected, and leads multiplization of assessment method beyond the existing one. It also provides us opportunities to recognize the expertise of art teachers and to pursue some devices to improve teachers’ competencies. The following procedure could be suggested to bring into being the performance assessment in art education. 1) making plans about instruction and assessment, 2) concretization of achievement criteria, 3) development of assessment criteria, 4) development of assessment tools, 5) implementation of instruction, 6) implementation of the assessment, 7) report of results, 8) feedback of assessment outcomes. To implement the performance assessment in art education, the following should be considered: 1) the development of rapport between people who would be involved in assessment, 2) enough time for assessment, 3) reduction of teachers’ administration work and lessening the ratio of students to a teacher, 4) improvement of the expertise of art teacher, 5) development of various assessment materials, 6) art teachers’ efforts to enact the performance assessment.