Research and Practice on Establishing a Value-added Evaluation System for the Academic Achievements of Engineering Undergraduates under the OBE Concept
DOI:
https://doi.org/10.18063/cef.v3i3.797Keywords:
OBE, Value-added evaluation, Academic achievementAbstract
Based on the Outcome-Based Education (OBE) concept and value-added evaluation theory, this study systematically examines the critical components of engineering students’ academic achievement by leveraging the 12 graduate outcomes of China’s engineering education accreditation as a framework. Through an in-depth review of relevant literature and expert consultations, a comprehensive value-added evaluation questionnaire system with three-level indicators was constructed. This system is intended to function as a practical and reliable instrument for universities to assess the progress and attainment of students’ academic achievements, thereby supporting and guiding the reform of talent cultivation practices.
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