At present, the annual military training and assessment of each unit are being carried out in a state of readiness to take the exam. How to achieve good results and combat effectiveness in exams? The words of a military commander are decisive: the examination room for soldiers is the battlefield, and they must respond in a state of readiness. The idea and practice of only focusing on "scoring" in the examination room and neglecting "winning" in the battlefield is absolutely unacceptable. Training assessment is an effective means of testing training level and measuring training effectiveness, as well as a powerful lever to improve winning ability and enhance the chances of winning on the battlefield. As we approach the end of the year, it is necessary to test how much our training level has improved and how confident we are in winning against strong opponents through assessment. However, although scores are a reflection of training level, they may not necessarily be a true reflection of winning ability. The goal and purpose are related to professional attitude. When assessing, whether it is for the exam or for the battle, whether it is for passing the exam or for excellence, tests a soldier's sense of worry, sense of responsibility, and mission commitment. From previous years, it can be seen that the annual military training assessments of the vast majority of units can adhere to the consistency of training and combat, with true, strict, and comprehensive examinations. But it should also be noted that the phenomenon of purely taking exams still exists. For example, some students, in order to achieve high scores, work hard on the subjects that their superiors need to take, and deal with the subjects that they do not take. They focus on training the subjects that take more exams and practice the subjects that take less exams; Some pre exam training does not fill in the gaps, but instead focuses on "betting" and engages in so-called "targeted" training. This mentality of taking exams completely goes against the original intention of "practicing for war, testing for war". If not resolutely corrected and thoroughly rectified, it will inevitably damage the combat effectiveness. According to the military method, "A coach's method has its own main entrance. If it is beautiful, it is not practical, and if it is practical, it is not beautiful." This means that military training cannot only focus on aesthetics or cope with inspections and assessments. Exam halls are like battlefields, ultimately for the sake of the battlefield. During the annual military training assessment, it is necessary to aim at the battlefield and surpass the examination room, not treating the examiner as an opponent, but the enemy as an opponent; Don't make passing the level the goal, but make winning the game the goal. The result of this test may not necessarily be a high score, but it is a score with a high level of "combat power". This kind of assessment will give you a sense of practicality, a true level, a sense of distance, and urgency. One of the main functions of the annual military training assessment is to expose problems, identify problems, and then solve them. The more problems exposed and solved in the exam room, the greater the chances of winning on the battlefield. Able to bypass weaknesses in peacetime, but unable to bypass enemies in wartime; Lowering one's head to the weak side in peacetime is equivalent to surrendering to the enemy in wartime. Therefore, while it is important to show off one's skills when taking the exam, it is also important to show off one's timidity. This is because no amount of medals won in peacetime can replace a defeat in wartime; A decisive victory in wartime is enough to compensate for countless setbacks in peacetime. To take the exam in a competitive state is to fill in the exposed weaknesses and strengthen them through assessment, and strive to improve the ability to compete through the exam. The assessment based solely on score theory will only force the troops to pursue high scores with all their might; The assessment of 'taking exams as a battle' naturally leads the troops to find ways to improve their ability to win. From this, it can be seen that the decision on whether the examinee should have a mentality or a competitive state is actually in the hands of the group examiners. Education guides the troops to take the exam in a state of readiness, and for group examiners, assessment and training should be strengthened