Educational testing and evaluation should aim at motivating students and improving teaching. Most educators agree with this view. However, in actual teaching, some teachers often use only one measure to measure students' development level from one aspect of their academic performance, which will not only hinder students' all-round development, but also form resistance to teaching reform. At present, the main problems existing in educational testing and evaluation are as follows.

1. Value knowledge over ability

Although the idea is that schools should cultivate people with all-round development, in fact, even in the primary school stage, the phenomenon of taking exams as the center is very common. Examination questions rigidly correct knowledge details and ignore high-level ability evaluation other than memory, thus promoting rote learning to some extent. It leads to the heavy learning burden of students and affects the development of various abilities.

2. One-sided pursuit of scores

Scores become learning goals, which is not conducive to stimulating students' intrinsic motivation for knowledge. From the perspective of educational psychology, there are two kinds of students' learning motivations: intrinsic motivation and extrinsic motivation. External motivation is the learning motivation inspired by external rewards, such as studying hard and getting high marks. Intrinsic motivation is the enthusiasm for learning inspired by likes, interests or activities themselves. Examinations make many students study for them. It inhibits the development of the intrinsic motivation to seek knowledge. It is also easy to dampen the enthusiasm of students with difficulties by evaluating students only by their exam results. Foreign studies show that those who are smarter have a more positive attitude towards learning in schools with scores, while those who are slower to learn are more active and effective in schools without scores. In the lower grades of primary school, the adverse effects of scores on poor students are particularly obvious.

3. Affect students' mental health

When schools evaluate students, academic performance is often the main evaluation criterion. Some teachers will criticize and even humiliate students in public because of their poor grades, which will greatly hurt students' self-esteem. Many adults can't forget a teacher's praise or an unexpected encouragement when they recall their primary school life. At the same time, what can't be forgotten for a long time is the teacher's contempt or ridicule. It is often the case in life that students are regarded as good children and will be rewarded if they get high marks. If you don't do well in the exam, you will be scolded by your teachers and parents. The pressure of examination will bring heavy psychological burden to students, cause examination anxiety and endanger children's mental health. Competition in the exam is not conducive to mutual assistance and cooperation between students, and it will also lead to some bad habits, such as plagiarism, lying and being too aggressive.

4. Restrict the teaching reform

Because testing plays a guiding and controlling role in educational activities, any educational reform cannot be effective without changing the concept, content and method of testing. Under the unreasonable examination system, some good educational ideas, good teaching materials and good teaching methods cannot be implemented in practice. For example, the school has carried out the teaching reform of "Happy Learning", but the evaluation still focuses on students' achievements in traditional exams. Reform is bound to be blocked. Because the reform means taking new measures, the early stage of the reform may have an impact on conventional teaching, which not only can not guarantee students to get higher test scores, but sometimes lead to the decline of some students' grades because of the pursuit of some quality development. It is for this reason that some schools dare not and are unwilling to reform.