Exploration and Analysis of Reform in Assessment Methods for Mechanical Engineering Courses

Abstract

For a long time, the evaluation method for the mechanical engineering course has been closed-book written tests; their unitary nature has limited the cultivation of students' engineering ability, and as a result, there is a weak correlation between course grades and students' actual professional competence. Due to the structural flaws in the assessment dimensions of core mechanical engineering courses and the lack of alignment between the traditional assessment system and the achievement of course objectives, this paper proposes three reform directions: the construction of a formative assessment system based on ability stratification, the systematic embedding mechanism of project-oriented assessment modules, and the dynamic redistribution of process weights. To ensure the good operation of the above paths, this paper puts forward a plan to align assessment standards with the technical specifications of the mechanical industry, an organisational structure for multi-stakeholder collaborative assessment, and a teaching feedback closed-loop method based on assessment data. Combine formative assessment and project-based assessment, adjust the proportion of the two types of assessments according to the actual circumstances, build an independent assessment system that can be changed in light of changes in teaching difficulties and student performance, and improve the engineering equivalence and diagnostic accuracy of mechanical engineering course evaluation.