OBE教育理念下钢琴集体课过程性评价体系的构建与实践

Group 1 - The core concept of the article emphasizes the importance of Outcome-Based Education (OBE) in transforming the teaching model and evaluation system of piano group classes in higher education, focusing on comprehensive ability and quality of talent cultivation [1][2][3] Group 2 - OBE is defined as an education philosophy centered on student learning outcomes, with four interrelated core principles: clear focus, backward design, high expectations, and expanded opportunities [2] - The alignment between OBE and process-oriented evaluation is highlighted, as both aim to achieve clear, high-level learning outcomes and emphasize student-centered learning [3] Group 3 - The construction of a process-oriented evaluation system for piano group classes based on OBE's backward design principle begins with precise definition of learning outcomes, covering knowledge, skills, and competencies [4] - The evaluation content must be diversified and comprehensive, moving away from solely relying on final performance assessments to a system that captures the entire growth trajectory of students [5][6] Group 4 - Innovative evaluation methods and subjects are necessary to ensure scientific, fair, and comprehensive results, combining quantitative and qualitative assessments while fostering a multi-participant evaluation community [6][7] Group 5 - Establishing a feedback and improvement mechanism is crucial for the effectiveness of process-oriented evaluation, focusing on timely, specific, and constructive feedback to promote continuous improvement in teaching and learning [7]