The aim of this study is to review the result and assessment framework of elementary poetic education in 2004-2009 NAEA(National Assessment of Educational Achievement) and to suggest the way of improving elementary poetic education. The assessment framework of elemetary education has two critical problems. First, it has not validity without covering the overall content of elementary poetic education, especially not including the productive competence domain in poetic education. Second, it has redundancy with overlapping standards for understanding expression of poem. Therefore, it needs to be reconstructed with covering the productive competence domain in poetic education and cut off the redundancy in standards. To the result of assessment, elementary students be good at interpreting the theme of poem and classifying the kinds of imagery. But they be not good at comprehending the effect of figurative language in poem and giving the supportive evidence of effect. We can make a inference this result is from the unsystematic curriculum and teaching method of elementary poetic education. So, we try to refine the curriculum and teaching method of elementary poetic education. To the result of reviewing the items, we found most items be proper for assessing the elementary student' ability. But there are some flaws in some items. Especially the terminology and definition of 'sensuous description' and 'image' is a little confused. To define a term and use it, the efficacy of elementary poetic education can be upward.