Whole process curriculum achievement assessment method and implementation based on the concept of outcome-based education——The case of technical and professional foreign language course
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Abstract:
Outcome-based education (OBE) is the basis of engineering education accreditation. Moreover, establishing a curriculum continuous quality improvement mechanism under the OBE is now the bottom line of engineering education accreditation. Therefore, this paper proposed a whole process curriculum continuous quality improvement framework. The whole process achievement assessment method for the course objectives was established by integrating formative and summative evaluations. Taking the case of technical and professional foreign language course, the whole process assessment and continuous improvement were carried out on the 2016 and 2017 undergraduate. According to the formative evaluation, the increasing rates of the course objectives’ achievements increase with the advancing of the course. The summative course objective achievements of 2017 undergraduate increased by 13.1% compared with 2016 undergraduate, and the achievement of graduation attribute observation point increased by 12.7%. Therefore, the whole process achievement assessment and continuous improvement enhance the teaching results in both the current and next round and serve the undergraduate’s ability to solve complex engineering problems in civil engineering. The research may provide a reference for the construction and continuous improvement of the engineering curriculum.
