As the 2015 revised curriculum was implemented, performance assessments are back in the spotlight as the new evaluation paradigm appeared. However, the reality is that performance assessments at the school sites seem to be a mildly insufficient in fulfilling the new evaluation paradigm. In addition, there are many problems with the evaluation criteria. Therefore, in this study, evaluation criteria for the performance assessments, of 16 high schools in a city of province Gyeonggi-do, were analyzed and an interview with math teachers was performed to look at the current status of conducting performance assessments and some of the problems that the evaluation criteria have. The analysis results showed that descriptive discourse assessment was the major type among the different types of performance assessments. In addition, problems of the evaluation criteria for performance assessments were observed showing that the evaluation criteria were vaguely described and hierarchy was not reflected between assessment factors.