This article is intended to research of point of view and direction about narrative-ability assesment. The problems of Korean language assesment are absent of idea or philosophy of assesment, limit of assesment in the curriculum, insufficiency of assesment method and direction about kinds of discourse, etc. We should establishing education idea for successful assesment. That is self-realization and self-identity. According to this standpoint, I understand that curriculum is a course of creating of our self and our culture. Assesment is relation to learning contents — knowledge, activity, attitude. But study about this is very insufficient. Thus this article present a direction and a standard of assesment. 1. Assesment for extending experience-evaluation. 2. Assesment for deepening narrative-problem-consciousness. 3. Assesment for improving understanding-ability. 4. Assesment for refining configurational ability and communicational ability. 5. Assesment for strengthening reflectional ability. Last, This article asserted that there is a close connection between quality of assesment and quality of life. Thus assuring and practicing it is very important.