Standard 4 - Student Learning Assessment

标准4 - 学生学习评价

The business unit must have a systematic student learning outcomes assessment process and plan that leads to continuous improvement. Student learning outcomes must be developed and implemented for each accredited program, and the results must be communicated to stakeholders.

商科教学单位须有一个系统的学生学习成果评价流程与规划，以实现持续的改进。须为每一个认证的专业设定和实施学生学习成果评价，并将成果向利益相关方传达。

Definitions:

1. All degree programs include: Associate, Bachelors, Masters or Doctorate in Business

2. A minor is defined as 12 credit hours of transcripted course work in one field.

3. A concentration or specialization is defined as 12-15 credit hours of transcripted coursework in one field.

4. An outcome is what we expect a student will know or be able to do after completing an assignment, a course, or a program of study. A competency is an applied skill or expertise that enables a student to perform work or achieve a result.

5. A performance measurement activity is an identified, standardized activity based on a specific learning outcome that is completed by students to determine their degree of proficiency and competency attainment.

6. Formative assessment is a way to measure performance achievement during the learning process or at regular intervals to provide timely feedback regarding student progress.

7. Summative assessment is a way to measure and evaluate cumulative student performance at the conclusion of a unit of study, a course, or after a specific period of time to determine the achievement of a standard or benchmark.

8. Internal assessments are created and deployed within the institution, department, or program, are used as indicators of the educational achievement of students, and which can be used in the decision-making about instruction and to report progress.

9. External assessments are designed, selected, provided and/or controlled by another person or group outside the institution (such as licensing bodies, commercial assessment service providers or vendors or publishers) are used as indicators of the educational achievement of students and which can be in the decision-making about instruction and to report progress.

10. Comparative assessments are a way to compare the results of student learning between instructional delivery methods, identified student groups, as well as other peer institutions.

定义：

1. 学位专业包括：商科副学士、学士、硕士或博士。

2. 辅修课程定义为 12 学时的课程。

3. 专业课程定义为 12- 15 学时的课程。

4. 成果是指期望学生在完成任务、课程或专业学习后能够知道或者能够做到的事情。能力是指使学生能够完成工作或取得成果的应用技能或专业知识。

5. 绩效衡量活动基于学生完成的特定学习成果，是确定的和标准化的活动。该学习成果用于确定学生的熟练程度和能力水平。

6. 形成性评价是指在学习过程中或者定期进行绩效成果衡量的方法， 以及时地提供学生成长方面的反馈。

7. 总结性评价是指在学习单元、课程完成后， 或在特定时限之后对学生的累计表现进行衡量和评价的方法，以确定是否达到标准或基准。

8. 内部评价在学校、院系或专业内部设立和部署。作为学生教学成果的指标，可用于教学改进的决策和进展报告。

9. 外部评价由机构以外的个人或团队（例如许可机构，商业评价服务提供商、供应商或出版商）设计、选择、实施和管理。作为学生教学成果的指标，可以用于教学改进的决策和进展报告。

10. 比较评估是一种方式，用于比较不同教学交付方法、已确定的学生群体以及其他同类院校的学生学习结果。
    

为符合本标准要求，须提交以下信息：

1.列举每一个认证过的或将要认证的专业。

2.列举每个专业的学习成果要求。范例见证明文件中表 4.2。

3.用图形或表格的形式提交每个专业反映学习目标的学习成果。

4.列举基于该成果所进行的改进之处。

使用证明文件中的表 4.1 来报告上述 1-4 项。

重要提示：请勿使用主观分数或 GPA。评价工具应是客观的，且能够衡量专业的学习目标。

应符合以下标准以实现学术质量的持续改进和完善

状态：正在处理中|截止日期：2025年1月31日

Institution Response

Response by the School of Finance and Economics (SFE):

The SFE is pursuing ACBSP accreditation for its eight undergraduate programs: Financial Management (FNMG), Accounting (ACCT), International Economics and Trade (IETR), Financial Engineering (FNEG), Investment (INVS), Asset Valuation (ASEV), Economics and Finance (ECFN), and Internet Finance (INTF). This process began during the 2020-2021 academic year, marking the onset of our active preparation for ACBSP accreditation.

SFE 正在为其八个本科专业申请 ACBSP 认证： 金融管理（FNMG）、会计（ACCT）、国际经济与贸易（IETR）、金融工程（FNEG）、投资（INVS）、资产评估（ASEV）、经济与金融（ECFN）和互联网金融（INTF）。这一过程始于 2020-2021 学年，标志着我们开始积极准备 ACBSP 认证。

Initially, student learning outcomes were mainly assessed through exam scores. Participation in accreditation training revealed the limitations and lack of reliability and validity in our previous methods. This led to discussions and subsequent improvements in our assessment techniques. From the spring semester of the 2021-2022 academic year, we formally adopted rubric-based assessments for assessing student learning outcomes, applying them to the first five programs. This transition is ongoing. As of now, the latter three programs have yet to implement rubric-based SLO assessments; however, they currently use a mix of previous grading assessment measures and rubric-scored method for assessing student learning outcomes.

最初，学生的学习成果主要通过考试成绩来评估。参加评审培训后，我们发现以前的方法存在局限性，缺乏可靠性和有效性。因此，我们对评估技术进行了讨论和改进。从2021-2022学年春季学期开始，我们正式采用基于评分标准的评估方法来评估学生的学习成果，并将其应用于首批五个专业。这一过渡仍在继续。截至目前，后三个专业尚未实施基于评分标准的 SLO 评估；不过，它们目前混合使用以前的评分评估措施和评分标准来评估学生的学习成果。

Five programs have transitioned to rubric-based assessments to assess student learning outcomes. In line with our talent development strategy and ACBSP accreditation requirements, we assess the following seven Student Learning Outcomes (SLOs): SLO1 - Oral Communication, SLO2 - Written Communication, SLO3 - Critical Thinking, SLO4 - Core Knowledge of the Discipline, SLO5 - Business Ethics, SLO6 - Technological Adaptability, and SLO7 - Global Perspective. Each course's learning objectives are formulated to align with these outcomes. The results of these assessments are presented comprehensively in Student Learning Outcome Assessment Rusults.

有五个项目已过渡到以评分标准为基础的评估，以评估学生的学习成果。根据我们的人才培养战略和 ACBSP 认证要求，我们评估了以下七项学生学习成果 (SLO)： SLO1 - 口头交流、SLO2 - 书面交流、SLO3 - 批判性思维、SLO4 - 学科核心知识、SLO5 - 商业道德、SLO6 - 技术适应能力和 SLO7 - 全球视野。每门课程的学习目标都是根据这些成果制定的。学生学习成果评估报告》全面介绍了这些评估的结果。

For the three remaining programs (Asset Valuation, Economics and Finance, and Internet Finance), traditional assessment methods persist. Assessment of the designated competencies are conducted through specific exam questions or written assignments. However, the standards and detailed criteria for these assessments remain inconsistent, highlighting an area in need of improvement. These programs will transition to rubric-scored assessment in the future, with their previous assessment data also compiled in Student Learning Outcome Assessment Rusults.

其余三个课程（资产评估、经济与金融和互联网金融）仍采用传统的评估方法。通过具体的考试问题或书面作业对指定能力进行评估。然而，这些评估的标准和详细准则仍然不一致，突出了一个需要改进的领域。这些课程今后将过渡到以评分标准进行评估，其以前的评估数据也将编入《学生学习成果评估报告》（Student Learning Outcome Assessment Rusults）。

ACCT Assessment Plan-2022-2023.docx

ASEV Assessment Plan-2022-2023.docx

ECFN Assessment Plan-2022-2023.docx

FNEG Assessment Plan-2022-2023.docx

FNMG Assessment Plan-2022-2023.docx

IETR Assessment Plan-2022-2023.docx

INTF Assessment Plan-2022-2023.docx

INVS Assessment Plan-2022-2023.docx

Response by School of Management (SOM):

The SOM is pursuing ACBSP accreditation for its six undergraduate programs: Marketing (MKT), Business Administration (BA), Logistics Management (LM), E-commerce (EC), Cross-border e-commerce (CBEC),  and Big Data Management and Application (BDMA). This process began during the 2020-2021 academic year, marking the onset of our active preparation for ACBSP accreditation.

管理学院（SOM）正积极寻求其六个本科课程获得ACBSP认证，这些课程包括市场营销（MKT）、工商管理（BA）、物流管理（LM）、电子商务（EC）、跨境电子商务（CBEC）、大数据管理与应用（BDMA）。这一进程始于2020-2021学年，标志着我们为获得ACBSP认证所做的积极准备工作的开始。

Initially, student learning outcomes were mainly assessed through exam scores. Participation in accreditation training revealed the limitations and lack of reliability and validity in our previous methods. This led to discussions and subsequent improvements in our assessment techniques. From the 2022-2023-1 academic year, we formally adopted rubric-based assessments for assessing student learning outcomes, applying them to the first 4 programs. This transition is ongoing. As of now, the latter 2 programs have yet to implement rubric-based SLO assessments; however, they currently use a mix of previous grading assessment measures and rubric-scored method for assessing student learning outcomes.

在追求认证的过程中，我们对学生学习成果的评估方法进行了深刻的反思与改进。最初，我们主要通过考试分数来评估学生的学习成果，但参与认证培训后，我们意识到这种方法存在局限性和可靠性、有效性方面的问题。因此，我们开始讨论并随后改进了评估技术。从2022-2023-01学年开始，我们正式采用基于评分细则（rubric-based）的评估方法来评估学生的学习成果，这一转变首先应用于市场营销（MKT）、工商管理（BA）、物流管理（LM）和电子商务（EC）这四个专业。目前，这一转变仍在进行中，而跨境电子商务（CBEC）和大数据管理与应用（BDMA）这两个课程尚未全面采用基于评分细则的评估方法，但它们正逐步将传统的评估方法与基于评分细则的评估方法相结合，以更全面地评估学生的学习成果。

4 programs have transitioned to rubric-based assessments to assess student learning outcomes. In line with our talent development strategy and ACBSP accreditation requirements, we assess the following seven Student Learning Outcomes (SLOs): SLO1 - Oral Communication, SLO2 - Written Communication, SLO3 - Critical Thinking, SLO4 - Core Knowledge of the Discipline, SLO5 - Business Ethics, SLO6 - Technological Adaptability, and SLO7 - Global Perspective. Each course's learning objectives are formulated to align with these outcomes. The results of these assessments are presented comprehensively in Student Learning Outcome Assessment Rusults.

For the 2 remaining programs (Cross-border e-commerce, Big Data Management and Application), traditional assessment methods persist. Assessment of the designated competencies are conducted through specific exam questions or written assignments. However, the standards and detailed criteria for these assessments remain inconsistent, highlighting an area in need of improvement. These programs will transition to rubric-scored assessment in the future, with their previous assessment data also compiled in Student Learning Outcome Assessment Rusults.

MKT-Assessment Plan-2022-2023

BA-Assessment Plan-2022-2023

LM-Assessment Plan-2022-2023

EC-Assessment Plan-2022-2023

CBEC-Assessment Plan-2022-2023

BDMA-Assessment Plan-2022-2023

【End】 Sources：管理学院原中文稿（以下不列入自评报告）

1.列举每一个认证过的或将要认证的专业

目前，管理学院参加商科认证的专业一共有6个，分别是工商管理、市场营销、电子商务、物流管理、跨境电子商务和大数据管理与应用专业。其中，工商管理、市场营销、电子商务和物流管理4个专业是管理学院第一批参加认证的专业，学院在2021年3月对该4个专业商科认证工作进行初步规划部署，并组织上述专业学生参加了2020-2021学年的商科基础课程考核（CPC）。跨境电子商务和大数据管理与应用两个专业成立时间较晚，这2个专业是2022年12月开始参与商科认证。截止2023-2024学年春季学期，参与认证的6个专业均已对商科认证规则框架下的对标课程进行了SLO量规评价，目前这项工作在持续进行中。

1.Listing of Each Certified or Soon-to-Be Certified Program

Currently, the School of Management has six programs participating in business certification, namely Business Administration, Marketing, E-commerce, Logistics Management, Cross-border E-commerce, and Big Data Management and Application. Among these, Business Administration, Marketing, E-commerce, and Logistics Management were the first batch of programs from the School of Management to undergo certification. In March 2021, the school conducted initial planning and deployment for the business certification of these four programs and organized students from these programs to participate in the Course-based Program Completion (CPC) assessment for the 2020-2021 academic year. Cross-border E-commerce and Big Data Management and Application, being newer programs, began their participation in business certification in December 2022. By the spring semester of the 2023-2024 academic year, all six programs involved in the certification had conducted SLO (Student Learning Outcomes) rubric evaluations for the benchmarking courses under the framework of business certification rules, and this work is still ongoing.

2.列举每个专业的学习成果要求

6个参与商科认证的专业根据学院使命，确定专业使命和愿景，在此基础上，明确专业人才培养目标以及毕业要求，然后制定人才培养方案，通过开设专业基础课、专业必修课、专业实训课等课程模块满足商科人才培养需求。6个专业根据人才培养目标及ACBSP认证要求，选取SLO1-口头沟通能力、SLO2-书面沟通能力、SLO3-批判性思维能力、SLO4-专业基础知识、SLO5-商业伦理道德培养能力、SLO6跟随技术发展的能力、SLO7全球化视野能力一共7个量规对学生的学习成果进行评价。各专业在细化明确人才培养能力目标的基础上设计课程学习目标，并对其进行量规评价，评价结果在Table 4.4中进行呈现。

2.Listing of Learning Outcomes Requirements for Each Program

Based on the school's mission, the six programs participating in business certification have defined their program missions and visions. On this foundation, they have clarified their professional talent training objectives and graduation requirements, and subsequently formulated talent training plans. By offering course modules such as professional foundation courses, professional required courses, and professional practical training courses, they meet the needs of business talent training. According to the talent training objectives and ACBSP certification requirements, these six programs select seven rubrics: SLO1 - Oral Communication Skills, SLO2 - Written Communication Skills, SLO3 - Critical Thinking Skills, SLO4 - Professional Foundation Knowledge, SLO5 - Business Ethics Cultivation Skills, SLO6 - Ability to Follow Technological Developments, and SLO7 - Global Vision Skills, to evaluate students' learning outcomes. Each program designs course learning objectives based on detailed and clear talent training ability objectives, and conducts rubric evaluations on them.

The evaluation results are presented in Table 4.4.

3.用图形或表格的形式提交每个专业反映学习目标的学习成果

在此之前，管理学院主要依赖单一结果性评估方法如期末考试或课程大作业评价学生学习成果，这种评估方式会导致学生在其他重要能力上的发展不足，如团队合作、批判性思维和创新能力等。随着ACBSP商科认证的推进，教师们逐步认识到可以通过实施多元化和形成性评估方法优化学生学习成果的评估。诸如课堂参与、小组项目、个人演讲和在线讨论等，这些方式能够全面考察学生的综合能力，而不仅仅局限于书面考试。同时，形成性评估的引入，通过定期的小测验、作业和反馈，可以持续跟踪学生的学习进度，为他们提供及时的指导和支持，帮助他们根据反馈调整学习策略。这样的评估方法不仅有助于更全面地评价学生的学习成果，还有助鼓励学生在整个学期中保持积极的学习态度和持续的参与度。通过这种综合评估体系，教师能够更准确地了解学生的学习情况，并促进学生在知识掌握、技能应用和个人发展等方面的全面提升。目前，管理学院各个专业正在逐步优化学生学习成果评价方式，将SLO量规评价和CPC测试纳入其中，6个专业对SLO1-口头沟通能力、SLO2-书面沟通能力、SLO3-批判性思维能力、SLO5-商业伦理道德培养能力、SLO6跟随技术发展的能力、SLO7全球化视野能力目标的学习成果评价主要是采用量规评分的方式来体现，量规打分的数据评估周期主要涵盖2个学期（2023年春季和秋季学期），SLO4-专业基础知识的学习目标达成考核主要采用专业核心课程的考试成绩来进行评价。认证周期的前两年，学生能力目标达成的考核主要参考考试成绩来进行评价。6个专业的学习目标结果已被详细记录，并按照表4.1中学生学习和表现的测量与分析以及其他表格中的要求，以图表或表格格式呈现。

3.Submission of Learning Outcomes Reflecting Learning Objectives for Each Program in Graphical or Tabular Form

Previously, the School of Management primarily relied on single summative assessment methods such as final exams or major course assignments to evaluate students' learning outcomes. This assessment method led to insufficient development of other important abilities such as teamwork, critical thinking, and innovation. With the advancement of ACBSP business certification, teachers have gradually realized that they can optimize the assessment of students' learning outcomes by implementing diversified and formative assessment methods. Methods such as classroom participation, group projects, individual presentations, and online discussions can comprehensively examine students' overall abilities, not just limited to written exams. Meanwhile, the introduction of formative assessment, through regular quizzes, assignments, and feedback, allows for continuous tracking of students' learning progress, providing them with timely guidance and support, and helping them adjust their learning strategies based on feedback. Such assessment methods not only contribute to a more comprehensive evaluation of students' learning outcomes but also encourage students to maintain a positive learning attitude and continuous participation throughout the semester. Through this comprehensive assessment system, teachers can more accurately understand students' learning situations and promote their overall improvement in knowledge mastery, skill application, and personal development. Currently, various programs in the School of Management are gradually optimizing their methods for evaluating students' learning outcomes, incorporating SLO rubric evaluations and CPC tests. The six programs mainly use rubric scoring to reflect the learning outcome evaluations of SLO1 - Oral Communication Skills, SLO2 - Written Communication Skills, SLO3 - Critical Thinking Skills, SLO5 - Business Ethics Cultivation Skills, SLO6 - Ability to Follow Technological Developments, and SLO7 - Global Vision Skills. The data evaluation period for rubric scoring mainly covers two semesters (spring and fall 2023). The assessment of learning objective achievement for SLO4 - Professional Foundation Knowledge is primarily conducted using exam results from professional core courses. In the first two years of the certification cycle, the assessment of student ability objective achievement primarily refers to exam results. The learning objective results of the six programs have been recorded in detail and presented in graphical or tabular format according to the requirements in Table 4.1 on the measurement and analysis of student learning and performance, as well as other tables. Table 4.1.a. Measurement and Analysis of Student Learning and Performance-BA; Table 4.1.b. Measurement and Analysis of Student Learning and Performance-MKT; Table 4.1.c. Measurement and Analysis of Student Learning and Performance-EC; Table 4.1.d. Measurement and Analysis of Student Learning and Performance-LM; Table 4.1.e. Measurement and Analysis of Student Learning and Performance-CBEC; Table 4.1.f. Measurement and Analysis of Student Learning and Performance-BDMA. Business Administration Program Learning Outcomes Analysis Report; Marketing Program Learning Outcomes Analysis Report; E-commerce Program Learning Outcomes Analysis Report; Logistics Management Program Learning Outcomes Analysis Report; Cross-border E-commerce Program Learning Outcomes Analysis Report; Big Data Management and Application Program Learning Outcomes Analysis Report.

4.列举基于该成果所进行的改进之处

（1）重塑培养目标

由于ACBSP注重学生和利益相关者的需求，强调从多利益主体角度对学生培养质量进行评价，因此管理学院各专业在人才培养目标设定时要基于ACBSP认证要求，从学生、家长、用人单位、社会等多个利益主体角度出发开展广泛调研，切实了解多方利益主体的人才需求。同时结合学校“创新型、应用型人才培养”的办学定位以及学校位于粤港澳大湾区的优势资源，优化当前专业人才培养目标，使得培养目标与社会需求接轨并体现学校特色，这样培养出来的学生才能成为个性化人才，在社会上具备较强竞争力。

（2）优化课程体系

针对当前管理学院个别专业课程设置不足以支撑培养目标实现这一问题，学院应当基于优化后的培养目标，结合专业发展方向，反向优化当前的课程体系，保证这些课程设置能够有效支撑能力培养目标和毕业要求。目前，认证工作开展过程中发现，有的专业，其专业基础课和专业必修课中能够支撑人才培养目标实现的较少，一些可以支撑相关目标实现的课程属于专业选修课，但是选课人数并不理想，不足以支撑专业人才培养目标的达成。因此专业在调整课程体系的时候要基于ACBSP认证机构给出的商科7个培养目标，调整当前的选修课、专业课结构，保证培养目标的达成。

（3）注重教学过程

培养目标是否能够高质量地达成更多地取决于教学过程的把控，因此必须要注重教学过程。一方面要按照每门课程对培养目标的支撑程度确定各课程教学学时，打破课程本身的系统系和完整性，强化课程之间的联系。一方面任课教师要紧紧围绕ACBSP认证理念，以激发学生的学习兴趣，提高学生自主学习能力为目标进行教学设计，实施以学生为主体的混合式教学模式；在传统课堂教学过程中实现教研、科研、学科竞赛的交叉融合，除了讲授理论知识，还要引导学生针对理论问题开展实地调研和实践，实现理论与实践相长；在教学工具采用上除了传统教学工具，还要注重融入互联网、计算机等先进技术手段。

（4）构建多元化评价体系

当前专业人才培养质量评价主体和评价方法单一，与 ACBSP认证体系成熟的评价体系存在较大差距，在专业人才培养模式改革中应当重视评价体系的建设和优化。 第一，应当构建“目标—课程”支撑矩阵，明确哪些课程可以确保人才培养目标的实现，任课教师要根据课程支撑的培养目标有针对性地制定评价量表，在教学过程中根据量表开展过程性评价，课程结束后开展终极评价，确保课程的目标达成度。第二，应当积极推进多元主体评价体系的建设，吸收用人单位、第三方评价机构、学生、家长、直属管辖部门等主体对目标达成度和满意度进行评价。第三，建立毕业生持续跟踪机制，多渠道对毕业生开展问卷调查、座谈会等考察培养目标达成度。第四，根据课程目标达成度、培养目标达成度、毕业要求达成度建立持续优化机制，以评促改，持续优化专业培养方案、课程体系、教学设计、评价方法等。

4.Listing of Improvements Based on These Outcomes

(1) Reshaping Training Objectives

Since ACBSP emphasizes the needs of students and stakeholders, and stresses the evaluation of student training quality from the perspectives of multiple stakeholders, each program in the School of Management should set its talent training objectives based on ACBSP certification requirements. Extensive research should be conducted from the perspectives of students, parents, employers, and society to truly understand the talent needs of various stakeholders. At the same time, combining the school's educational positioning of "cultivating innovative and applied talents" and the advantageous resources of the school's location in the Guangdong-Hong Kong-Macao Greater Bay Area, the current professional talent training objectives should be optimized to align the training objectives with societal needs and reflect the school's characteristics. This way, the cultivated students can become individualized talents with strong competitiveness in society.

(2) Optimizing the Curriculum System

In response to the issue that the current curriculum settings of some programs in the School of Management are insufficient to support the achievement of training objectives, the school should, based on the optimized training objectives and combined with professional development directions, reverse-optimize the current curriculum system to ensure that these curriculum settings can effectively support the achievement of ability training objectives and graduation requirements. Currently, during the certification process, it has been found that some programs have few professional foundation courses and professional required courses that can support the achievement of talent training objectives. Some courses that can support the achievement of relevant objectives are professional elective courses, but the number of students enrolling is not ideal, which is insufficient to support the achievement of professional talent training objectives. Therefore, when adjusting the curriculum system, programs should base it on the seven training objectives given by the ACBSP certification agency and adjust the current structure of elective and professional courses to ensure the achievement of training objectives.

(3) Emphasizing the Teaching Process

Whether training objectives can be achieved with high quality depends more on the control of the teaching process, so it is essential to emphasize the teaching process. On the one hand, the teaching hours for each course should be determined based on the degree to which each course supports the training objectives, breaking the systematicness and completeness of the courses themselves and strengthening the connections between courses. On the other hand, teachers should closely follow the ACBSP certification concept, design teaching plans aimed at stimulating students' interest in learning and improving their autonomous learning abilities, and implement a student-centered blended teaching mode. In the traditional classroom teaching process, they should achieve the cross-integration of teaching research, scientific research, and academic competitions. Besides lecturing on theoretical knowledge, they should also guide students to conduct field research and practice on theoretical issues, achieving mutual growth between theory and practice. In terms of teaching tools, besides traditional teaching tools, they should also focus on incorporating advanced technologies such as the internet and computers.

(4) Constructing a Diversified Evaluation System

Currently, the evaluation subjects and methods for professional talent training quality are single, which is significantly different from the mature evaluation system of the ACBSP certification system. In the reform of professional talent training modes, attention should be paid to the construction and optimization of the evaluation system. First, a "goal-course" support matrix should be constructed to clarify which courses can ensure the achievement of talent training objectives. Teachers should formulate targeted evaluation scales based on the training objectives supported by the courses, conduct process evaluations during the teaching process based on the scales, and conduct final evaluations after the courses to ensure the degree of goal achievement. Second, the construction of a multi-subject evaluation system should be actively promoted, incorporating evaluations of goal achievement and satisfaction from employers, third-party evaluation agencies, students, parents, and directly affiliated departments. Third, a continuous tracking mechanism for graduates should be established, and multiple channels should be used to conduct surveys and symposiums for graduates to examine the degree of goal achievement. Fourth, based on the degree of course goal achievement, training goal achievement, and graduation requirement achievement, a continuous optimization mechanism should be established to promote reform through evaluation and continuously optimize professional training plans, curriculum systems, teaching designs, and evaluation methods.