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This study aims to develop a process-oriented assessment system for college physics courses based on the OBE concept.

The Process Assessment and Evaluation Strategy of College Physics Courses Based on Obe Concept

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This study aims to develop a process-oriented assessment system for college physics courses based on the OBE concept.
Constructed a dynamic assessment system integrating knowledge, skills, and literacy.
Designed a three-stage evaluation mechanism: pre-class diagnosis, in-class monitoring, post-class verification.
Implemented a blended teaching model combining online and offline activities.
Introduced diverse assessment methods such as group projects and chapter tests.
Tracked students' learning trajectories over two cohorts and analyzed performance outcomes.
Proportion of students with excellent grades (≥80) increased by 27.3 percentage points.
Proportion of students with low scores (≤69) decreased by 21.6 percentage points.
Total score rate for process-oriented assessment increased by 2.5% for the 2023 cohort.
Classroom interaction participation exceeded 40%.
Participation in subject competitions and discussions increased by 31.4% compared to the traditional model.

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Demonstrates improved grade outcomes in college physics courses, suggesting more effective assessment methods and student engagement.

王跃华 et al. (2026) studied this question.

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