This paper discusses about outcomes and tasks of the theory of assessment in literary education, based on the ‘evaluation philosophy’, ‘ecosystem of evaluation’, and ‘utility of assessment'. More specifically, the evaluation philosophy is reviewed in terms of capacity of literature; rather or not it is structure-able and analyzable, how it develops, and in what direction it is expressed. Also, the ecosystem of evaluation is studied on the meaning of the assessment framework in it, stimuli by emotional assessment to it, and methods to obtain sufficient uniqueness and professionality for the literary education assessments. Finally, the utility of assessment is analyzed how evaluation areas and frameworks of Korean subject relate with assessment in literary education, how curriculum and textbooks are projected on evaluations, what are some limits of alternative assessments, and what functions do right answers have in the literary education assessment. The conclusion is, to develop the theory of assessment in literary education it is necessary to develop evaluation theory in a macro eco-systemic perspective, based on careful examinations on the nature of the assessments. Further, purpose driven assessments must be designed through dividing fields for more practical assessments.