It is essential to ensure that teachers allocate adequate attention to homework evaluation and effectively carry it out in order to successfully implement the “double reduction” policy. From the perspective of teachers’ attention allocation, this study employed the NVivo 12 software to conduct text analysis on 39 cases of homework evaluation reform practices in primary and secondary schools in City N, China, from 2017 to 2021. The findings indicate that homework evaluation reform in these schools is a practical problem-oriented behavioral decision, and implementing the “double reduction” policy enhances teachers’ attention allocation on homework evaluation. The attention allocation of teachers encompasses multiple aspects, such as determining the purpose of evaluation, setting evaluation content, and selecting evaluation subjects and methods. Following the implementation of the “double reduction” policy, teachers allocate more attention to reducing the homework burden on students. However, certain issues persist in the practices of homework evaluation reform, including inadequate consideration of constraints, an unbalanced content structure, and a lack of process coordination. Therefore, under the “double reduction” policy, it is imperative to improve school incentive systems, enhance teachers’ evaluation capabilities, and alleviate their workload. These measures can guide teachers to allocate more attention to homework evaluation, thereby enhancing the efficiency and sustainability of attention allocation and fully realizing the educational function of homework evaluation.