Teaching assessments involve a series of processes designed to evaluate students' learning outcomes. It is also a strategy for teachers to adjust their teaching methods. Utilizing appropriate assessment methods can help students learn effectively. Teaching assessments involve three dimensions, including the cognitive, affective, and psychomotor aspects. Traditional teaching assessments emphasize on the cognitive aspect rather than the affective and psychomotor dimensions. Teaching performing arts mainly focuses on the delivery of affection and skills. Therefore, the purpose of this study is to introduce the application of collaborative analyses and multiple assessments in the context of performing arts courses in order to complement the deficiency of traditional assessments. Based on the relevant literature, the following suggestions provide with an attempt to enhance the interactions between teachers and students; indeed, to improve teachers' teaching quality. Foremost, teaching methods and objectives should be properly adjusted to accommodate students' learning abilities. Furthermore, it is critical to equip teachers with the skills they need to implement multiple assessments. In addition, it is crucial to build the concepts of assessment for parents, community members, school staff, and teachers.