The purpose of this paper is to provide a review of noteworthy developments at the Tainan University of Technology (TUT), Taiwan, in the Music Department’s seven-year program where students from high school pass directly into a Bachelor’s Degree in Vocational Education. Since 1997, national legislation has mandated the Arts Education Act for (a) school professional arts education, (b) school general arts education, and (c) social arts education. In 1998, the Taiwan Ministry of Education published the Arts Education Act Enforcement Rules and revised the Act in 1999, requiring professional arts higher education and high schools to administer seven-year consistency programs for arts instruction needs. Thompson and Williamon (2003, p. 23) claim “structured quality judgments” provide new guidelines for the performance assessment process and link the assessment to the Arts Education Act in Taiwan. The increasing demand for integration of arts education programs has heightened the need for more in-depth development of a meaningful performance assessment technique to show how coherent integration performing arts works in contemporary higher education. The potential users of the outcomes of this research are expected to be those in higher education who evaluate students’ music performances as well as those at professional art institutions. This investigation is expected to improve the value of program teachers’ decisions, which may lead to better outcomes for higher education in music, such as improved quality of instruction and greater initiation of students into the curricular status of music and tertiary education.