Under the background of engineering education accreditation, it is crucial to evaluate course objective attainment based on the Outcome-Based Education (OBE) philosophy to ensure and improve teaching quality. For example, in the Principles of Food Engineering course, this study developed an evaluation system that covered three specific course objectives. Multidimensional quantitative evaluations were employed, including knowledge tests, homework assignments, classroom performance, and final examinations, supplemented by qualitative analysis from student questionnaires. The results show that the average attainment values for the total course objective and its sub-objectives both exceeded the qualified standard of 0.7. Attainment of the basic theoretical objective (Objective 1) was highest. Conversely, the attainment of advanced ability objectives, such as problem analysis and solution design (Objectives 2 and 3), was relatively lower, with noticeable shortcomings among individual students. The quantitative and qualitative findings were consistent, revealing teaching strengths and weaknesses. Accordingly, improvement measures were proposed, including optimizing teaching content, strengthening case-based teaching, and adjusting assessment weightings. These measures provide an empirical basis for enhancing course quality in line with OBE philosophy.

Yong Liu. Calculation and Evaluation of Course Objective Attainment for Principles of Food Engineering Based on Outcome-Based Education Philosophy. International Journal of New Developments in Education (2026), Vol. 8, Issue 1: 46-53. https://doi.org/10.25236/IJNDE.2026.080108.

[1] Yu X L, Shi P F, Ma J. Research on evaluation methods for achieving course objectives based on engineering certification[J]. Biological Chemical Engineering, 2024, 10(06): 152–155.

[2] Liu H W, Hou C J, Han Y P, et al. Evaluation of the objective achievement of chemical engineering principle course based on OBE concept[J]. Pharmaceutical Education, 2022, 38(05): 65–70.

[3] Li X, Wu H L, Zhang P P. Research on teaching reform of intelligent manufacturing technology course based on outcome-based education from the perspective of 3D printing[J]. International Journal of New Developments in Education, 2025, 7(12): 1–7.

[4] Shi Y G, Wang Y R, Qiu X M, et al. Exploration of food engineering principle circular teaching model based on outcome-based education philosophy[J]. Agricultural Products Processing, 2025, 628(07): 122–125.

[5] Nan Y P, Yuan L J, Zhang H H. Multiple blended teaching reform of environmental engineering microbiology based on professional accreditation of engineering education: evaluation of its effects with teaching objective achievement degree[J]. Microbiology China, 2025, 52(03): 1337–1350.

[6] Xu B G, Cheng Y, Ren X F, et al. Teaching reform of food engineering principle guided by engineering education accreditation[J]. Food Industry, 2025, 46(05): 237–241.

[7] Li J P, Deng L. Reform and practice of teaching models in food science under the new engineering background: a case study of principles of food engineering[J]. Food Industry, 2025, 46(03): 209–213.

[8] Qian J G, Peng H M. Soil mechanics teaching reform practice based on engineering education accreditation [J]. Journal of water resources and architectural engineering, 2021, 19(06): 193–197.