Optimization and Practical Exploration of the Teaching Quality Evaluation System in Applied Universities under the OBE Orientation
DOI: https://doi.org/10.62517/jhet.202515346
Author(s)
Wang Li1,2, Bujinlkham Ts2,*
Affiliation(s)
1School of Management, Guangzhou Huashang College, Guangzhou, Guangdong, China
2Graduate University of Mongolia, Ulaanbaatar, Mongolia
*Corresponding Author
Abstract
Against the backdrop of high-quality development in higher education in the new era, traditional teaching quality evaluation systems face an urgent need to shift from process-oriented to outcome-oriented models. As a major trend in global education reform, the Outcome-Based Education (OBE) concept offers new theoretical guidance and practical pathways for reconstructing the teaching quality evaluation system in universities. This study focuses on the fundamental conflict between traditional evaluation systems and the OBE concept, analyzing the limitations of the current evaluation system at Guangzhou Huashang College in terms of outcome orientation, dynamic feedback mechanisms, and continuous improvement capabilities. Based on literature review and empirical research, a theoretical framework for teaching quality evaluation in universities integrating OBE principles is constructed. A restructured evaluation model is proposed, characterized by backward design as the logical starting point, learning outcomes as the core standard, and continuous improvement as the driving mechanism. On this basis, and in light of the practical context of Guangzhou Huashang College, the study explores optimization paths for the evaluation indicator system, redesign of the evaluation process, and application of data feedback.
Keywords
Outcome-Based Education (OBE); Teaching Quality Evaluation in Higher Education; Evaluation System Reconstruction; Continuous Improvement
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