This study aims finding a desirable practical skill evaluation practice evaluation method and then improving student s learning effect by analyzing the present state and the methods of practical skill evaluation in middle-high schools home economics education. Investigated persons are 250 of high schools home economics teachers(125) and middle schools home economics teachers(125) in Seoul, who are choosen by means of random sampling. The items analysis of questionnaires was performed by means of SPSS(Statistical Package for Social Science). The investigator analyzed their responses to the questionnaires according to teachers ages, school careers, majors, places of employment, school years in charge. The results are marked with percentage and the significance level is verified by means of Chi-square(X?) analysis method, when necessary. This thesis handles practical skill evaluation of general practice units, of clothing and textile unit, and of nutrient and food unit. The results obtained from the items analysis are as follows; I. Results of the items analysis. A. Practical skill evaluation of general units. 1. The motivation and accomplishment feeling of students are most frequently considered as the aims of practical skill evaluation, but the results of practical skill evaluation are, by contraries, most infrequently considered as improvement materials. 2. A greatest number of teachers make together with their colleagues an annual plan for practical skill evaluation and inform students of the concrete informations of the test, but perform respectively practical skill evaluation, using 5 steps method. 3. The percentage that teachers majoring in home economics education as compared with others lay the similar stresses on the preparation processes, attitudes, and results of students is very high. 4. A greatest number of teachers realize the need of diagnostic evaluation and formative evaluation but don t perform them, and evaluate intermediately preparations of practice every time, believing firmly in the need of intermediate scoring. In the item of intermediate scoring, the significance level was verified according to teachers majors and places of employment. 5. Most of home economics teachers difficulty in practical skill evaluation is that there are so many students and school hours in their charge. The significance level is verified according to teachers majors and places of employment. B. Practical skill evaluation of clothing and textile unit. 1. A greatest number of teachers first explain to students the outlines of practice and then let them do practice. The significance level is verified according to teachers places of employment. 2. Most of teachers make and use the criterion of evaluation, and evaluate the process of practical skill. 3. Not only results but also the whole process is regarded important by the majority of teachers. C. Practical skill evaluation of nutrient and food unit. 1. Practical skill evaluation of this unit is most infrequently done and reflected in students records 3. A greatest number of teachers first explain the outlines of practice and then let them do practice, intermediately commenting the proceeding state. The significance level is verified according to teachers ages and places of employment. 3. Teachers taste food made by students and comment them in every time. 4. Practice is done once a semester in most of schools. II. Possible proposals based on the above results.