Reform and Innovation of Course Assessment for Landscape Engineering Construction Technology: A Case Study of the Environmental Design Major at Chongqing Institute of Engineering
Aiming at the long-standing problems of application-oriented undergraduate environmental design courses relying on closed-book final written examinations and the disconnect between assessment content and construction post competency requirements, this paper takes the course Landscape Engineering Construction Technology at Chongqing Institute of Engineering as the object and reconstructs the course assessment system based on the Outcome-Based Education (OBE) concept: the closed-book written examination is abolished, and the overall grade is composed of after-class assignments, design schemes, and comprehensive assessment of the final project; group project-based assessment is carried out using real enterprise-commissioned horizontal projects as carriers; a multi-agent evaluation mechanism combining teacher evaluation, student peer evaluation, and AI-assisted evaluation is established; and the whole-process assessment data are retained on the Chaoxing Learning Platform. In response to remaining problems such as “free-riding” in groups, difficulty in monitoring the AI use process, and increased burden of assessment material archiving, improvement measures are proposed, including refining individual contribution evaluation, defining the boundaries of AI use, and adding special practical training in construction organization, so as to provide a reference for assessment reform of similar application-oriented courses.
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