1. Clarity in the scope of evaluation content

Academic achievement evaluation involves students' specific knowledge and learning experience, and is generally based on phased learning time. The knowledge content evaluated is also obtained during this phased learning time, and is the measurement and evaluation of students' phased learning results.

2. The content of the evaluation can reflect the students’ mastery of the content and is representative to a certain extent

The content of the evaluation should be consistent with the purpose of the test and meet the teaching objectives. Content, and the content should be representative and practical to a certain extent, able to identify students' learning levels and stimulate students' enthusiasm for learning.

3. The evaluation conditions are identical

During the evaluation process, the content and materials tested by each student are the same, and there is a unified time limit and the same instructions. They are all evaluations. The degree to which students have mastered knowledge or skills within a certain period of learning time is conducive to the objectivity and fairness of student evaluation.

4. Evaluation methods are relatively mature

In the development process of academic achievement evaluation, evaluation methods have been greatly improved and enriched in theory, and evaluation methods have also emerged in endlessly. The types are also relatively comprehensive, and their applications in educational practice are also very extensive and profound. They have achieved considerable results and made important contributions to the development of educational evaluation.