TEACHING CONCEPT OF OBE TO EXPLORE THE COURSE ASSESSMENT REFORM OF COLLEGE ENGLISH

Abstract

The purpose of this study is to address the issue of low motivation among students in applied universities and to explore the impact of curriculum assessment reform guided by the Outcome-Based Education (OBE) teaching concept. The study aims to investigate the effectiveness of the reform through longitudinal comparison of pre- and post-reform results and to summarize the experience for further application. The research methods employed in this study include comparative analysis, experimental observation, and questionnaire surveys. Data was collected from 2021 freshmen students' English learning situation, with 28 students in the experimental group and 198 students in the control group. Grades were obtained from the academic system of Chongqing University of Humanities and Technology, and the survey questionnaire was based on students' genuine feedback. The paper presents data indicating that the assessment reform based on OBE teaching philosophy has a positive impact on improving students' intrinsic motivation, grades, and English learning abilities in both groups. As a new assessment method reform, it is crucial to conduct multidimensional verification before widespread implementation. This study is just a starting point, and the data suggests that the reform has achieved certain results. Future research will consider selecting research subjects from multiple perspectives to further verify the effectiveness of the assessment results and determine the degree of effectiveness.