Exploration of KPI-Centric Course Assessment Models in the Context of the “Dual High-Level” Initiative

DOI: https://doi.org/10.62517/jhve.202516502

Author(s)

Qinhua Wang

Affiliation(s)

Jiaxing Vocational and Technical College, Jiaxing, Zhejiang, China

Abstract

The “Dual High-Level” initiative is steering vocational education towards a transformative shift, emphasizing competencies over mere knowledge in course evaluations. Taking the course Structural Design and Techniques of Women’s Apparel as a focal point, this study leverages Key Performance Indicators (KPIs) theory to construct a comprehensive three-dimensional assessment framework encompassing goals, indicators, and evaluations. By breaking down course objectives into quantifiable skills and aptitudes, and integrating formative assessments with collaborative appraisals between educational institutions and industry stakeholders, this model ensures a close alignment of assessments with industry requisites and job standards. Research findings underscore that this system significantly heightens students’ practical proficiencies and professional competencies, offering valuable insights for the reform of vocational course assessments embodied within the “Dual High-Level” initiative.

Keywords

Dual High-Level Initiative; Key Performance Indicators (KPIs); Curriculum Assessment; Women’S Apparel Structural Design and Techniques; Vocational Education

References

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