On the basis of the blended learning mode, a comparative analysis of the formative assessment, summative assessment and degree of course objectives achievement of curriculum evaluation in the large-class and small-class teaching process of college physics in local universities is carried out. Furthermore, it demonstrates that small-class teaching is easier to achieve the transformation of the “student-centred” teaching mode, the effective achievement of the teaching goals of knowledge inquiry and ability building in college physics, and the diversification of teaching evaluation methods. The experiments show that the percentage of students in the small classes (31%) within the 90 to 100 points range is much higher than that in the large classes (18%) in terms of formative assessments. Meanwhile, the proportion of over passing grades (>60) in small classes is 19% higher than in large classes on summative assessments. Finally, the overall achievement degree in small-class teaching has a 5% higher achievement than in large-class teaching.
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