Grounded in Ball’s (1993) policy framework, the present study attempted to analyze the Process-based Evaluation Policy. The study sought to examine the policy at the level of Ministry of Education, the Seoul Metropolitan Office of Education, and further explore its implementation in the schools. Based on the findings, the paper proposed various ways to encourage and promote the use of the Process-based Evaluation. In analyzing the text of policy, we referred to the 2015 revised curriculum of the Ministry of Education, the main plans of the Seoul Metropolitan Office of Education, and primary plans of unit schools. Moreover, to analyze policy as practice, the study investigated the 2015 middle school teacher of the SELS data and the 2016 survey data and conducted in-depth interviews with teachers. The findings suggested that, despite the emphasis of the Process-based Evaluation in the policy document, the actual implementation in the school seemed low and various constraints existed in its use. Moreover, teachers’ professional activities including diverse classroom research and teacher training positively influenced on the teacher’s use of discussion as a mean of evaluation, highlighting the support for more professional activities. Finally, the present paper provided several practical and political ways to support the Process-based Evaluation.