Research on the Reform of Assessment Methods for High Voltage Technology Course Oriented to Engineering Accreditation

Abstract

Engineering accreditation requires that the assessment methods for the High Voltage Technology course possess an evaluative system for measurable and traceable ability achievement. However, the current methods exhibit structural deviations in terms of engineering problem coverage, score differentiation, and working condition alignment. Based on the mapping analysis between graduation requirements and course objectives as well as the measurability decomposition of ability indicators, a supporting relationship model between assessment methods and achievement degrees is constructed. To address the coverage blind spots, insufficient differentiation, and lack of contextual authenticity in traditional assessments, a redesigned assessment system is developed, which includes a dynamic weight allocation between formative and summative assessments, a multi-dimensional quantitative evaluation scale for ability indicators, and a closed-loop correction mechanism for achievement degrees. This system uses quantitative ability evidence to drive the systematic alignment of assessment methods with engineering accreditation indicators.