Abstract The national college entrance examination in chemistry is oriented toward assessing core competencies. By selecting and utilizing diverse contexts, setting tiered assessment objectives, and structuring problem tasks, it comprehensively evaluates students' abilities to interpret, analyze, and distill patterns from multifaceted information. This study reviews pathways to optimize the assessment of core competencies in the chemistry exam, analyzes the effectiveness of such optimization in advancing curriculum reform, driving pedagogical innovation, and guiding the inheritance and innovation of elective chemistry content. Based on these findings, targeted teaching implications are proposed to provide references for achieving alignment between teaching and assessment, as well as for cultivating top-tier innovative talents.
ZHENG Wen-Chen, SHAN Xu-Feng. Pathways, Outcomes, and Teaching Implications of Optimizing Core Competency Assessment in Chemistry Subject of National College Entrance Examination[J]. Chinese Journal of Chemical Education, 2026, 47(11): 22-28.
