Compared with exam-oriented education, Outcome-Based Education (OBE) places greater emphasis on the cultivation of students" comprehensive abilities and thus has become an important concept upheld by professional accreditation of engineering education. As the core element and key vehicle of talent development, the quality of courses directly impacts the achievement of educational objectives. In the process of advancing professional accreditation of engineering education in China, universities and disciplines have conducted extensive and active explorations regarding the evaluation methods for assessing course objective attainment, accumulating valuable experience. However, some representative issues have gradually emerged. Based on the concept of OBE, this paper systematically analyzes the typical shortcomings of the commonly used evaluation methods for course objective attainment in domestic professional accreditation of engineering education. Combining theoretical reflection and practical verification, three recommendations for improvement are proposed.