Among the methods of assessment in Korean education, the performative assessment recently gained more importance in the field. This thesis argues that the philosophy behind the performative assessment in literature education should be based on integration. Integration, as a foundation of the performative assessment in literature education, is more than aggregation of speaking, reading, listening, and writing. On the contrary, the performative assessment in literature education must focus more on integration of cognition, and emotion and integration of knowledge and activity, which, as this thesis argues, can be realized by activity of literary criticism. The most realistic activity of literary criticism in secondary educational institution is to write critical essays complying with the concrete direction, which enables both convergent and divergent reading. To write a critical essay, one must not only have a good command of grammar and usage of Korean language but also understand culture and tradition of Korea and features of diverse modes in usage of Korean language but also understand culture and tradition of Korea and features of diverse genres in Korean literature. At the same time, it is also essential to have ability to read and understand various aspects of materials in question and to find certain problems in them or to criticize characters in them. In this respect, the performative assessment in Korean literature cannot be fully separated from the performative assessment in Korean language education. This thesis is not to invalidate integration of literature and such linguistic function as speaking, reading, listening, and writing, but to question mere aggregation of them.