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This study is to apply a process-oriented speaking performance assessment into high school English classes and to verify the impact of the performance assessment on students’ affective domain of English learning and English language proficiency. Based on the 2015-revised national curriculum, process-oriented speaking performance assessments are conducted for six periods of English classes for one hundred second year students in J high school in Chungbuk province. Findings are: process-oriented speaking performance tests cause students to improve their language proficiency and accuracy on segmental and suprasegmental, semantic group clustering via constant feedbacks from teacher and peers, and in turn the feedbacks contributes to students’ enhancement of their speaking performance. They also help improve students’ affective attitudes toward English learning by being more aware of the self-learning processes, more involved and in charge of their own learning and alleviates the psychological burden of work by working together in small groups.