Exploration and Practice of Diversified Assessment Model for Hydraulics Course

Abstract

Responding to the challenges of monolithic assessment structures, limited assessment dimensions, insufficient methodological diversity, and weak pedagogical feedback mechanisms inherent in traditional hydraulics course assessment models, this study introduces a competency-focused and process-supported assessment reform framework under the dual influence of New Engineering Education Development initiatives and Outcome-Based Education (OBE) principles. The framework strategically integrates formative assessment (covering online learning outcomes, classroom interaction quality, and regular assignment performance) with summative assessment (closed-book written exams emphasizing students' capacity to synthesize knowledge for solving complex hydraulics problems). Empirical implementation demonstrates that this reform framework significantly enhances student engagement and learning initiative, strengthens knowledge retention and integrated application capabilities, fosters bidirectional teacher-student interaction, and cultivates disciplined learning habits. These outcomes collectively provide systematic support for improving course teaching quality while establishing an industry-representative practical model and evidence-based reference framework for assessment innovation in engineering education.