The guiding ideology of (1) evaluation has changed from screening to diversification. The early evaluation was to "choose children suitable for education", while the education evaluation after the mid-1960s served to "create education suitable for children". The former focuses on the functions of evaluation and selection. The purpose of evaluation is to screen out students who can receive higher education and eliminate other students. The evaluation method emphasizes relative evaluation and norm reference test. The latter is to meet the needs of political and economic development in modern society, education equality and democracy, and lifelong education. The purpose is to promote the all-round development of every student, try to help educators find, choose and form all possible effective educational methods, create a good educational environment and form an education suitable for every student.

(2) The object and scope of evaluation broke through the single category of learning achievement evaluation and extended to the whole education field. Early education evaluation focuses on the evaluation of students' academic performance, academic achievement and learning potential. With the attention paid by the state and society to educational evaluation, the functions and functions of educational evaluation have been explored and developed more and more. Contemporary educational evaluation has broken through the classroom and extended to the whole educational field. The evaluation objects include not only students' achievements in learning and development, teachers' teaching work, and principals' leadership level, but also the school's management and running level, curriculum materials, education plans, educational development strategies, educational research results, etc. Nowadays, educational evaluation is playing an increasingly important role in the whole educational cause.

(3) In terms of methods and techniques, it has developed from simple quantitative analysis to the combination of quantitative analysis and qualitative analysis. Early education evaluation mainly adopts quantitative analysis methods such as measurement and statistics. This is an improvement on the previous subjective evaluation. It attaches importance to objective fairness and reduces subjective arbitrariness. However, with the gradual expansion of evaluation and in-depth research, people increasingly feel that it is impossible to fully quantify educational phenomena, and many evaluation results used for diagnosis and improvement of functions do not need to be fully quantified. Therefore, people now attach great importance to adopting different quantitative or qualitative methods for different evaluation objects, or combining quantitative and qualitative methods to reflect the evaluation objects more appropriately. In the development of contemporary education evaluation, qualitative analysis methods such as questionnaire survey, observation and conversation are more combined with quantitative methods such as measurement and statistical analysis.

(4) Educational evaluation pays more and more attention to the status and role of the evaluated and their self-evaluation. Practice has proved that without the active participation of the assessed, it is difficult for any assessment to achieve the expected purpose. Contemporary educational evaluation no longer regards the appraisee as the passive assessment object, but as the main body of evaluation, and adopts various ways and means to make them actively participate in the evaluation process. In many evaluations, self-evaluation has become an important part. Emphasizing the main role of the assessed can not only make them actively cooperate to ensure the smooth progress of the evaluation work, but also promote them to actively and objectively check and evaluate their own work and achievements through participation and communication, improve their own shortcomings, learn from the experience of others, and help to further improve themselves.

(5) Educational evaluation will pay more attention to re-evaluation. When various evaluations in the field of education are developed, people begin to doubt the value of evaluation itself. Whether the evaluation activity is scientific and reliable, whether it achieves the expected purpose, whether it produces great benefits, and how to improve and perfect the evaluation have aroused people's concern about the re-evaluation of various evaluations. In recent ten years, many re-evaluation criteria have been put forward by foreign researchers. Re-evaluation is helpful to further improve and perfect various evaluation schemes and systems, and improve the quality level and value of evaluation. In short, it is a new trend to attach importance to the improvement and formation of evaluation, expand the scope of educational evaluation, emphasize the combination of quantitative and qualitative evaluation methods, and attach importance to the role of self-evaluation and the evaluation of evaluation itself.