1. Objectivity principle: Evaluation should objectively, fairly and accurately reflect the actual situation of the evaluated object. It requires that the evaluation should objectively, fairly and accurately reflect the actual situation of the evaluated object. This means that in the evaluation process, we need to avoid any form of subjective prejudice and try to treat the evaluated object with an impartial perspective.

2. Comprehensive principle: the evaluation should comprehensively and systematically consider all aspects of the evaluated object, not just one aspect. It emphasizes that all aspects of the evaluated object should be considered comprehensively and systematically, not just one aspect. This is because human development is complex, and different aspects need different evaluation methods and standards.

3. Reliability principle: the evaluation results should be reliable and stable and can be verified repeatedly. Adopt scientific and reasonable evaluation methods and techniques to ensure the stability and repeatability of evaluation results. This means that the evaluation results should be consistent when evaluating the same evaluation object at different times or places.

4. Validity principle: the evaluation should be effective and truly reflect the actual level of the evaluated object. It requires the evaluation to be effective and truly reflect the actual level of the evaluated object. In order to improve the effectiveness of educational evaluation, we need to adopt a series of strategies.

Necessary conditions for effective testing

1, Reliability: Reliability is an index reflecting the stability and reliability of test scores, and refers to the consistency of measurement. Only the test with high reliability can be used as a stable and reliable measuring tool. Reliability is usually used to evaluate the reliability, stability and consistency of measurement results.

2. Validity: Validity refers to the authenticity and correctness of the measurement, that is, the degree to which the test conforms to the characteristics of the target to be measured. If the consistency is high, it means that the validity of this test is high, otherwise it is low. Including content validity, structural validity, standard validity and logical validity.

3. Difference: Difference is an indicator of the ability of test questions to distinguish the level of candidates, and it is the degree to which test questions can distinguish the level of subjects. In educational measurement and evaluation, discrimination is widely used to evaluate the quality and effect of test items. If the discrimination of a test item is low, it may not be able to effectively identify the level of the subjects and distinguish candidates with different levels.