‘Dramatic abilities’should be specified distinctly in order to describe the criterion of learning achievement in drama education. Dramatic abili- ties mean that the learners can read, interpret, reconfigure and represent a text for the play. The abilities involve the competence to read and grasp the text emotionally, and also to understand and express the aesthetics through a dramatic interaction. Non-formal plays or practical language usage are required to de- velop ‘dramatic abilities’in drama education to take advantage of theat- rical techniques. The text with practical reading and departmentalized performances by the learners, while the transformation into the elabo- rate movement, is converted to a meaningful subjective as an organized script. A series of the establishment of the achievement criterion will be applicated to evaluate, in drama education, the competences of cogni- tive, affective, and behavioral areas, granting that its main purpose in any lesson is not a evaluation of their language usage. Achievement elements of drama come from a literary theory, curriculum, teaching and learning methods. There will be an ability of language usages as well as a liter- ary theory in a drama. The criterion should contain a language literacy and a creative power of expression. And, a dramatic voice also should be contained in it. That is the reason why the interaction of non-verbal and opposite linguistic communication is important. The literary and dra- matic characteristics in the play can be actualized by the properties of the performances. The properties is explaining the importance of literature, and correspond with theatrical performances as a teaching and learn- ing method. Hereupon, ‘dramatic abilities’is established to relative with a play, and set the criterion by several subordinate elements. The evalua- tion criteria is based on the criterion, and has various item for the evalu- ation in each works. The elements in learning achievement are divided into large and small areas, and the subordinate elements revolve around language usages. k e y w o rd s Education, Practical reading, Short performance, Dramatic ability, Drama achievement standards 희곡교육에서의 극 능력과 성취기준 설정 113