Strengthening day-to-day examination management in primary and secondary schools is important for achieving the goal of “learning, teaching and learning”. At the primary school level, how can the evaluation truly serve the core objectives of procreation through examination management reforms, bringing the classroom back from a “knowledge moving ground” to a “life growth park” where it is well established? Let's see..
In december 2025, the general office of the ministry of education issued the circular on further strengthening the management of daily examinations in primary and secondary schools (the circular), which explicitly calls for a significant reduction in the frequency of examinations, strict problem management and proper educational evaluation. This was a further policy upgrade since 2021, when the circular of the office of the minister of education on strengthening the management of compulsory school examinations was issued, marking a complete departure from the narrow screening logic of the basic education evaluation reform and a shift towards a kernel orientation towards nucleus development。
The issuance of the circular has given rise to strong reactions at the educational level, with parents worrying that after the drop-out, “children are learning poorly” and that the first-line teachers are experiencing double pressure to “depress” and “text”, and that many schools are faced with the lack of teaching diagnostic tools and a process evaluation system that is not yet well established. The question of how to respond to the policy in terms of school-based practices, and how to move schools towards a profound shift towards “basic orientation” towards “full parenthood” has become an urgent one。
Step: from quantified screening to ecoreform
The ministry of education has taken steps to reform the management of examinations, providing precision in terms of frequency control and subject regulation, with the intention of returning the examinations to their rightful place — in order to promote teaching, to evaluate the human being, to detect problems through the examinations, to improve teaching and to break the deadlock of “tick-and-check-and-check”. Its ultimate goal is to enable every child to develop fully in a more relevant environment and at his or her own pace of growth. In order to ensure that the spirit is informed of its roots, it is necessary to build consensus among home-based caregivers, to identify practical pathways to land, and to promote educational ecosystem re-engineering。
The idea is shared. Reform is essentially a profound change in perceptions and behaviour, and the conceptualization of reform is not simply a transfer of ideas, but a process based on pre-existing perceptions, responses to core needs, and enhanced perceptions of practice. In the field of education, teachers are faced with the hidden pressure to move to higher education and the expectations of their parents, and are caught in a conflict of values and a lost path between “defeating” and “integrating”. Parents are confused about the post-reform evaluation criteria, are uncertain how the “basic orientation” translates into a competitive advantage for further education, and are anxious to be able to grasp the true level of education of their children. The core demands of teachers and parents need to be precisely matched by the requirements of the examination management reform, strict orientation towards parenting goals, and a shift towards high examination criteria: to provide teachers with a clear path, professional support, understanding of the logic of advancement, removing educational anxiety and enhancing certainty of expectations; to translate abstract changes and parenting concepts into concrete practice through sensory classroom changes, traceable signs of student growth, participatory co-location; to promote the movement of teachers and parents from “passive acceptance” to “active acceptance”, from “policy demands” to “action self-awareness”; to build consensus on “negative quality reduction and parenting”, and to establish a sense of “basket for parenting, life-support empowerment” at home, with the ultimate aim of building “home-school synergy, focus, long-term” good human ecology。
The path is clear. The conceptual consensus needs to be underpinned by pictogramal pathways to achieve a qualitative leap in the educational ecology. There is a need to build on past experience and focus policy requirements to build an “inter-learning-class transformation-evaluation re-engineering” path to promote ecosystem restoration. The interdisciplinary approach is the core entry point for policies, with the theme reform as the anchor point, facilitating the transition from “experience-oriented” to “basic-oriented” education, focusing on exploratory and comprehensive subject-oriented research, setting up a closed circle of teaching, learning and examination, adapting policy orientation and service development. Classroom transformation is the core field of nurturing, requiring breaking down the closed teaching logic, making interactive exploration and experience the norm, bringing about the organic integration of knowledge transfer and nurturing, and creating a “microecological” for nurturing. The evaluation reprofiling is at the core of the policy and the transformation of the evaluation function from screening to diagnostic incentives through the construction of a `quantitative + qualitative' “development narrative” multi-purpose evaluation system that provides precision orientation for teaching and classroom transformation. Together as an “eco-security” of the whole system of practice, these schools break down barriers to schools and families and to society, promote the multi-dimensional extension of learning spaces, lead parents to move from educational bystanders to synergetics, bring together consensus to foster growth, provide all-round ecological support for the holistic concept of parenting, and ultimately achieve the ultimate goal of “adaptation to the future and comprehensive development”。
Illustrated: "researching the path" with a "problem direction"
The notification requirement to “accurately capture the diagnostic and improvement functions of the examination evaluation” means that the subject of the examination has to shift from “screening and selection” to “promoting educational improvement” and to achieve the ultimate goal through classroom changes. The shift in terms of subject orientation will inevitably lead to an iterative upgrading of the teaching system, which is also supported by the deep tillage of the classroom. As a result, the trajectories of teaching and learning have become the central nerve linking the theme reform, classroom practice and evaluation feedback。
Study the directional targeting. The circular expressly states in the “strengthened subject management” that “in accordance with the national curriculum standards and the actual subject matter of teaching, the core philosophy is being strengthened, innovative forms of testing are being introduced, the subject matter is being eliminated, the structure of the contents of the paper is being optimized by science, the structure of the subject matter and the difficulty structure is being gradually increased in terms of applicability, exploration, openness and comprehensiveness”. This is the top-level design signal of the theme reform, and it is the clear direction of the course. The primary school, as the basic section of basic education, should be more focused on the goal of the child and should be based on the basic logic of upbringing. On the one hand, it aims to lay down the foundations of the curriculum and to “strengthen the core approach” in order to ensure that students learn well, understand well and integrate; on the other hand, it anchors the development process by integrating the scientific frontier, humanistic care and reality into the daily teaching process, strengthening its application and improving pupils' comprehensive literacy in open, exploratory and integrated missions. The shift in orientation towards parenting, the open integration of teaching content, and the paradigm shift in learning patterns must go hand in hand with the whole chain of teaching design, classroom implementation and academic evaluation. The focus of the study should be on “how to test, how to teach” to “why to evaluate, what to learn, how to learn” in-depth inquiry and strategy。
The target level of the study. It is the backbone of educational change and the strength to guarantee the quality of children. In accordance with the specific requirements of the “characteristics management” section of the circular, which deals with prosthesis, structural optimization and innovative approaches to the subject, school-based research needs to change the content of previously heavy teaching materials and knowledge-intensive research, and to shift to research objectives agreed upon in heavy literacy, circumstances and processes, so that the macro-objectives of examination management requirements and curriculum standards can be effectively implemented at the micro-level of teaching practice. To this end, the institute should also develop a corresponding system of research and targeting. Macro-targeting is based on the holistic re-engineering of the teaching of the child. (c) to develop the content anchoring of the core requirements of the subject, develop the overall understanding and deconstruction of teachers in areas such as knowledge skills, process methods, emotional values, aesthetics, cultural understanding, etc., and strengthen teachers' self-awareness of the principle of reflection at all times, with a view to re-establishing the pedagogical integrity of the child's first mind, bearing in mind the “basic nature”. The medium-sized goal is to improve the transformation of teaching and learning skills. The development nodes for the development of critical competencies in the content matching sections and corresponding learning strategies. For example, the upgrading of the pedagogical transformational power of mathematical “model awareness” needs to focus on its typical teaching behaviour in different sections: low-level “intuitive perception” and “operational experience”, middle-level “relationship resolution” and “simple modelling”, high-level “abstract generalization” and “migration applications”. To ensure that teachers design matching learning activities in accordance with the level of development of students at different school levels and calibrate them with subject requirements, subject trends and dynamic classroom practice to enhance the transformational capacity of teaching. The micro-goals are anchored in the unit's goal of pedagogical achievement development. The study refers directly to a module of learning mission resolution and nutrient integration. For example, in the first module of the next edition of the sixth grade, teachers are guided in the development of three learning tasks, which are governed by “home-town customs” as a context: textbook learning, folk exploration, creative expression, cultural understanding, language use, intellectual development and aesthetic creation, which are organically embedded in real life, and the design of teaching strategies for “reading and writing together” “learning and writing” “reformulation” to achieve physical development and personalization. The study has effectively fostered the integration of resources, the reprofiling of tasks and the iterative feedback of teachers in the overall perspective of the unit, so that the goal of literacy can be observed, measurable and evolving。
Differentiated synergies in research methods. In terms of research methods, the school-based teaching of new ecological landings is based on a new procreational orientation, using a variety of synergistic research methods to develop holistic and efficient pathways. For example, the methodology of study, “code slicing + responsive proposition”, condensed in depth by “synthetic design sharon + evaluation-led micro-synthetics”, resulted in a chain-linking of theoretical guidance, bridging the “last kilometre” fault line between theoretical recognition and the conversion of practice; the “intellectual platform training +ai task enabling” study, which effectively addressed the reality of the uneven design capacity of teachers and the ineffectiveness of in-house transformation; and the “intra-school research + alliance building together” study, which built a community of educators based on regional synergy, radiation-led teachings, and achieved shared, iterative and inter-school empowerment of high-quality mission resources。
Classroom transition: from "value narrow" to "live growth"
The deep meaning of the new deal is not simply “reduced” or “limited frequency”, but rather a “life growth park” in which the examination is used as a medium to promote education and pushes the classroom back from a narrow “knowledge porter” of value. This is the logical logic of the student centres and, above all, the key proposition for the transformation of the classroom。
From “industry” to “agriculture”. “education is agriculture, not industry”, said mr. Yeh. Agriculture allows every seed to complete its life in accordance with its own growth cycle, soil-breaking time sequence, and luminous rhythm, and education should give every student the right rhythm and unique value of development. Thus, the essence of the classroom transformation is to return education to a culture of fear and integrity of difference in life; its operational thrust is to re-establish the bottom code of the teaching logic: to be guided by a pattern of student cognitive development, by a real problem situation, by a ladder of thought steps, and to make each class a “microecological” of growth. Deep and slow tillage, on the one hand, adapts to the cognitive characteristics of the child and, on the other hand, combines the iterative accumulation of growth. The curriculum has been transformed into a larger concept-led module that integrates the classroom into a real learning area where problems arise, where ideas are raised and where cooperative living is done. Teachers become “agriculturalists” and apply “water fertilizers” on a learning basis, according to feedback, “lights” and “tails” at a pace. Knowledge has evolved from fragmented memory to structured understanding, capacity has evolved from isolated training to situational migration, it has evolved from abstract symbols to lifeization, and it evaluates growth narratives that have grown from cold to warm scales。
From learning to learning. The circular calls for “a gradual increase in the weight of applied, exploratory, open and comprehensive tests” and for a shift in the approach from “problem” to “problem” aimed at developing future-oriented learners and problem solvers oriented towards lifelong development. In order to adapt to this shift, classroom teaching should undergo a fundamental change in the methodology: the precise targeting of learning based on an academic diagnosis, with the real-life mission as its vehicle, supported by exploratory learning as its course, embedded feedback calibration of learning paths, with abstract cognitive images as a visible, adaptable and iterative learning trajectory leading to “active construction” of learning. In so doing, teachers become growers and students become meaning builders; group collaboration becomes learning to screen, consult and share responsibilities in solving real problems; and individual reflection becomes a “think mark” embedded in each cognitive node. When learning moves from the end of learning to the beginning of learning, where growth is motivated by self-diagnosis, calibration and evolution, education activates the introgen mechanisms of learning, immersion with collisions, autonomy and cooperation, reading and exploration, thinking and emotion ... All will be guided by the ecological transformation of the classroom from learning to learning。
From acceptance to enjoyment. Socrates said, “education is not an indoctrination process, but rather a flame”. From indoctrination to indoctrination, it awakens the inner curiosity and interest; from acceptance to enjoyment, learning becomes a living experience that flows through the heart. When the classroom begins with the interest of the student, with a sense of meaning and with a sense of achievement, knowledge ceases to be a passive burden and becomes a spontaneous landscape. One is to enjoy learning in the classroom environment, to feel the link between knowledge and reality in the real context, to experience the rapidity of thinking in the resolution of real problems, to enjoy the sparks of convergence of views in collaborative dialogue, and to grow up with taste when self-breakers. The second is to enjoy the surprises of a change in learning patterns, the freedom to choose learning paths on its own, the breath of thought spread, the cognitive pleasure of deep exploration, the collective resonance inspired by collaborative creativity, and the dignity of results seen and valued. The third is to enjoy the inherent abundance of learning itself, which is the joy of acquisition of knowledge, improvement of literacy, the touch of the light that shapes the mind in every challenge, error and reconstruction; the understanding of the temperature of life dialogue in every expression, listening and response; and the witnessing of the power of self-exceeding in the birth and atomization of every work。
This enjoyment breeds the inner pleasure of growth. This pleasure is not the shallow excitement of external rewards, but rather the microlight within the brain when cognitive breakthroughs occur, the collective resonance when collaboration is reached, and the tremor of life when self transcends. When the classroom moves from knowledge to meaningful construction, students move from passive advancement from sexual learning to a happy journey to learning. This is an innovation of the law and, above all, an awakening of the philosophy of education: education is never the most powerful form of a whole-of-the-art creation, but rather an ecological picture of thousands of lives spread out and shared. When students truly enjoy learning, education completes the fundamental shift from external to internalization。
Evaluation re-construction: to move “monitoring diagnosis” to “growth narrative”
Based on a results-based assessment, which functions only as a single monitoring and diagnostic function, it is difficult to fit the essence of the education of the human being. The core of the evaluation is a shift in thinking from “result-oriented” to “growth-oriented” by upgrading the three dimensions of the concept of evaluation, the path to implementation, and the effectiveness of the human being. The two-way effect of the evaluation is to return to the educational reality, and to promote a comprehensive transformation of the evaluation function to the high-level patterns of growth and educational development of the empowering students, so that it truly serves the core goals of the human being。
- development of a growth map and the construction of an eco-evaluation for the whole family. In order to respond to the monolithic point of traditional evaluation of “results, light processes”, “results, weights”, “weights”,” to implement a shift in evaluation thinking from “results-led” to “growth-led”, to develop growth maps, to construct an integrated scientific design and implementation of the ecological assessment needs of the whole human being, and to clarify the logical lines of evaluation. The first is to construct a three-dimensional evaluation framework with systematic thinking to break the one-dimensional limitations of traditional evaluations. The whole-person growth logic, based on “basic literacy - core competencies - personal development”, is based on the common requirements of conformity ratings and points-based anchoring of academic knowledge, learning habits, etc.; core competency development is based on a symmetrical set of criteria, carried out through self-assessment, mutual evaluation, peer evaluation, etc.; individual development dimensions present students' differentiated growth with a record of results, resulting in an evaluation system that “compatibility requirements are consistent with individual development” and accurately responds to the essential needs of the breeder. The second is to build a closed circle of implementation paths with evidence-based thinking that promotes the value of evaluation from “monitoring diagnostics” to “growth leads”. Data collection is based on standardized manuals, a process-based design that combines the upgrading of paper-based records and digitization, ensuring that the data are real, continuous and traceable; value conversion, producing monthly visual growth maps that guide students to reflect on the map, teachers are guided by the precise orientation of the orientation of the orientation of the orientation of the orientation, parents rely on the records to form a synergy of the home school, building a complete closed circle of the “dimensional architecture-data capture-value transformation” to enable the evaluation of the full range of empowered students to grow。
Diagnosing classes to construct the growth spiral of teaching and learning. The ultimate significance of the evaluation diagnosis is to create a spiral-student-student-student-deep growth loop that will improve the quality of education in the entire course of the evaluation, leading to the achievement of “advocacy and procreation”; the spiral-class-practical-research” is built on the progressive thinking of “student-practical-practical-research” in three steps: one is to anchor the evaluation. Based on the evaluation of sedimentary data, student profiling, precision capture of pains in the delivery of teaching, focus on difficulties in student development, and the promotion of a shift from “broad-exploration” to “problem orientation” to more targeted teaching. Second is to optimize classroom teaching. Returning to the classroom with problem-oriented teaching results, translating evaluation findings into the core logic of pedagogical excellence, dynamically repositioning teaching and re-engineering the teaching environment, so that classroom teaching is tailored to meet the growth needs of students, and truly “learning by teaching”. Three is taught in the classroom in reverse. New teaching feedback and new learning issues that arise in classroom practice are once again anti-feeding, creating a spiral-up pattern of “learning to identify problems - solving problems in the classroom - producing new problems in practice - deepening research in an iterative manner”. Ultimately, evaluation becomes a central hub for learning, learning, life-saving and empowering students, giving real visibility to the depth of education “to educate, to nurture”。
