THE PROCESS ASSESSMENT AND EVALUATION STRATEGY OF COLLEGE PHYSICS COURSES BASED ON OBE CONCEPT

In response to the issues in traditional assessment of college physics courses, such as the dominance of summative evaluation, insufficient achievement of ability cultivation goals, and delayed feedback, this study constructs a dynamic process-oriented assessment system integrating knowledge, skills, and literacy based on the philosophy of Outcome-Based Education (OBE). By innovating the assessment concept and designing the assessment goals in a reverse manner, a three-stage evaluation mechanism of “pre-class diagnosis-in-class monitoring-post-class verification” is integrated. Combined with a blended teaching model of online and offline, it comprehensively tracks students' learning trajectories and the dynamics of their ability development. A tiered evaluation standard is established, and diversified assessment methods such as classroom interaction, chapter tests, phased tests, mind maps, topic discussions, group projects, and additional points for competition achievements are introduced. After implementing the teaching practice for two cohorts of students in 2022 and 2023, it was found that the proportion of students with excellent grades (≥80 points) increased by 27.3 percentage points compared to the traditional assessment model, while the proportion of students with low scores (≤69 points) decreased by 21.6 percentage points. The total score rate of process-oriented assessment increased by 2.5% for the 2023 cohort compared to the 2022 cohort (reaching 83.4%), with classroom interaction participation exceeding 40%, and participation in subject competitions and innovative discussions increased by 31.4% compared to the traditional model. The conclusion indicates that this system significantly optimizes the grade distribution structure, strengthens students' knowledge transfer and higher-order thinking abilities, and collaboratively promotes the development of critical thinking, practical innovation, and teamwork skills.