Modern education is permeated with the value orientation of meritocracy,which provides equal educational opportunities for individuals,advocates individual diligence and hard work,and promotes the distribution of rewards based on what individuals ″deserve″ through their efforts,making ita mainstream ideology in society.For moral education evaluation to return to its ontological value—focusing on the individual and their moral development—aprofound understanding of the logical foundations of meritocratic moral education evaluation is essential.However,meritocratic moral education evaluation,which pursues efficiency and high returns,has led to several issues,such as the simplification of moral education evaluation into ″moral points″,the fragmentation of evaluation content,and the grading of evaluation results.Analyzing theroot causes of these problems from the perspective of the ontological value ofmoral education evaluation,it is evident that meritocratic moral education evaluation is heavily influenced by the concepts of ″merit″ and ″deserving″,reducing individuals to measurable objects in evaluation philosophy.The dynamic process of moral development is overlooked,relying instead on simplistic evaluation methods;the holistic nature of moral life is neglected,with a preference for explicit evaluation content;and the pursuit of meritocratic outcomes overshadowsthe attention to human meaning and moral education itself.To return to the ontological value of moral education evaluation and transcend meritocracy,it is necessary to diversify evaluation methods to account for the process and changes in individual moral development;comprehensively and systematically design evaluation content to make holistic value judgments about individuals;and appropriately utilize evaluation outcomes to promote students′ long-term moral growth.