Guided by the OBE (Outcome-Based Education) philosophy, the core of piano collaborative performance teaching has shifted from "skill training" to "achievement production and competency attainment," while the traditional single-dimensional skill evaluation model can no longer align with its cultivation goals of "team collaboration, creative performance integration, and comprehensive literacy." This paper focuses on the evaluation reform of piano collaborative performance teaching, establishing a "three-dimensional, multi-stakeholder, whole-process" diversified evaluation system: centered on "competency outcomes," it encompasses three evaluation dimensions—individual skills, team collaboration, and creative performance achievements; introduces multiple stakeholders, including teachers, peers, and industry experts; and achieves precise feedback on teaching through the combination of process data collection and summative outcome presentation. Using the "One Piano, Multiple Hands" piano collaborative performance teaching pilot at Hanshan Normal University as a case study, the research verifies the system's effectiveness in enhancing students' comprehensive abilities and optimizing the teaching process, providing a practical paradigm for evaluation reform in music collaborative teaching.

Liang Cao. Research on the Construction and Implementation Effect of a Multidimensional Evaluation System for Piano Collaborative Performance Teaching under the OBE Concept. International Journal of New Developments in Education (2026), Vol. 8, Issue 2: 70-76. https://doi.org/10.25236/IJNDE.2026.080210.

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