To enhance middle school students' ability to solve complex real-world problems through interdisciplinary approaches and promote the joint development of teachers and students, this study explores the evaluation methods for interdisciplinary thematic learning in middle school geography courses under the guidance of constructivist learning theory and the fourth-generation evaluation theory. The evaluation is conducted in two contexts: "classroom activities derived from geography textbooks" and "practical activities utilizing school-based resources." Following the principles of development, comprehensiveness, and diversity, the evaluation content covers dimensions such as basic knowledge, key abilities, essential qualities, and value orientations. An evaluation scale based on "knowledge construction and psychological construction" is used to assess junior high school students' performance in geography interdisciplinary thematic learning. For senior high school students, hierarchical levels of geography interdisciplinary thematic learning are defined as pre-set learning goals to guide their self-directed learning and participation in evaluation. Additionally, a self-evaluation scale for teachers' implementation of interdisciplinary thematic learning is developed, providing a reference for teachers to adjust their behaviors and better guide learning activities.