This thesis discusses about the issues and tasks on the assessment in literary education. The assessment in literary education has been caused a lot of disputes in the area of Korean education. The fundamental reason is that the character of literature and assessment is contradictory to each other. Literature is the product of imagination and personality. On the contrary to this, assessment tries to produce the objective evidence of the student’s development of capability. In this thesis, I tried to reconsider the history of disputes on the assessment in literary education and find the premises which is inherent in the disputes. Because the premises which is inherent in the disputes might be the real reason of the dilemma of the assessment in literary education. I tried to figure out the view on education and found the dilemma of engineering viewpoint about literary education. According to the viewpoint, the change of students is the most valuable thing in the education, and assessment should suggest the evidence of change. I think that we do not have the objectives of literary education which can be suitably used in assessment. In the curriculum of Korean education, the objectives of literary education is increasing of literary capacity of student. But the objectives is so idealistic that it is not easy to assess the literary capacity, and it is more like the aims of literary education. In conclusion, I suggested that we must to adjust the elements of curriculum, especially of the objectives. And also, we must investigate the reason that the student should be changed.