The implementation methods of junior high school geography orienteering activities diff er from those of sports competitions. Rather than pursuing high-intensity competition, it leverages its "task-driven—contextual inquiry" characteristics to cultivate students' innovative spirit, problem-solving abilities, teamwork awareness, and practical skills. The purpose of organizing junior high school geography orienteering activities is not "speed competition" but "educational development." Activity evaluation must capture implicit higher-order thinking and social-emotional skills, making performance-based assessment suitable. To implement performance-based assessment for junior high school geography orienteering activities, one must fi rst clarify "what to evaluate," with assessment objectives targeting the core competencies of geography education; then design "how to evaluate," using assessment tasks to drive learning and employing scoring rules to measure performance; and fi nally implement "how to apply," transforming evaluation results into a driving force for student growth.