Abstract:

The “Double Reduction” Policy and evaluation reform policies in basic education demonstrate strong internal coherence and alignment, as both regard restoring education to its fundamental value of education through evaluation as the logical foundation and ultimate goal of policy design. Since the implementation of the “Double Reduction” Policy, evaluation reform in basic education has carried out a series of practical explorations in the areas of homework design and evaluation, classroom evaluation, and comprehensive quality evaluation. However, the in-depth advancement of evaluation reform continues to encounter significant challenges, including limited understanding of the deeper connotations of educational evaluation, outdated assessment methods and technological tools, insufficient professional knowledge and skills among teachers in assessment, inadequate innovation in external institutional mechanisms, and the persistent influence of competitive and utilitarian evaluation cultures. On this basis, it is necessary to clarify the connotations of educational evaluation in the new era, deepen the integration of digital intelligence with educational evaluation, strengthen the development of teachers’ evaluation literacy, promote innovation in external evaluation mechanisms, and reconstruct the cultural ecosystem of educational evaluation, so as to facilitate the in-depth advancement of evaluation reform in basic education under the “Double Reduction” Policy.

Key words: “Double Reduction” Policy, educational evaluation, evaluation reform, education through evaluation