TFLM-BME：生物医学工程专业生物化学课程形成性评价机制构建与实证

TFLM-BME: Construction and Empirical Study of Formative Assessment Mechanism for Biochemistry Course in Biomedical Engineering

摘要: 2025年《高等教育学科专业设置调整优化行动方案（2025—2027年）》与《卓越工程师教育认证标准》对交叉学科专业基础课程的评价改革提出了系统性要求，新工科建设进入学科交叉融合与工程能力导向深化的新阶段。针对生物医学工程(BME)专业生物化学课程普遍存在的“评价偏重知识记忆、与工程能力培养脱节、学生被动接受评价”共性问题，本文以“目标–改进–结果”的“以评促学”理论与课堂本位形成性评价(CBFA)框架为基础，融合“评价即学习”理念，构建三阶反馈闭环教学设计模型(Three-Stage Feedback Loop Model for BME, TFLM-BME)，从目标锚定、证据引出与反馈推进、自我调节三个层级重构课程评价体系。基于97份本科生学情数据的诊断表明，传统评价体系在“目标–引出–解释–反馈–行动”全链条均存在功能失调，难以支撑“问题分析”“设计/开发解决方案”等工程能力目标。经过一个完整教学周期的实践检验，TFLM-BME模型显著提升了学生对考核要求的认知清晰度、作业完成质量与元认知反思水平，课堂形成性互动的质量与完整度明显改善；重复测量方差分析验证了作业成绩提升的统计显著性。研究表明，将评价从学科知识的矫正工具重构为跨学科融合的认知支架，通过“评价实施–结果反馈–教学改进 + 学习改进–效用生成”的完整链条，可有效推动“评价即学习”在专业教育场景的落地。同时，模型落地存在教师负荷、学生适应性等现实挑战，需配套策略缓释。研究为新工科背景下同类交叉学科基础课程的评价改革提供实践范式。

Abstract: As the construction of new engineering disciplines enters a new phase characterized by interdisciplinary integration and engineering competency orientation, the “Action Plan for Adjusting and Optimizing Higher Education Discipline and Program Settings (2025~2027)” and the “Accreditation Standards for Excellent Engineer Education” issued in 2025 have put forward systematic requirements for assessment reform in foundational courses of interdisciplinary programs. Addressing the common problems in the Biochemistry course for Biomedical Engineering (BME) majors—namely, “assessment emphasizing knowledge memorization, disconnection from engineering competency development, and students being passive recipients of assessment”—this study constructs a Three-Stage Feedback Loop Model for BME (TFLM-BME) based on the “objectives-improvement-outcomes” framework of “Assessment for Learning” and the Classroom-Based Formative Assessment (CBFA) framework, integrating the concept of “Assessment as Learning”. The model restructures the course assessment system through three stages: goal anchoring, evidence elicitation and feedback advancement, and self-regulation. Diagnosis based on 97 undergraduate survey responses reveals that the traditional assessment system suffers from functional dysfunctions across the entire chain of “objectives-elicitation-interpretation-feedback-action”, failing to support engineering competency objectives such as “problem analysis” and “design/development solutions”. After one complete teaching cycle, the TFLM-BME model significantly improved students’ clarity of assessment requirements, quality of assignment completion, and level of metacognitive reflection, while the quality and completeness of classroom formative interactions were notably enhanced. Repeated measures ANOVA verified the statistical significance of assignment score improvement. The study demonstrates that reconstructing assessment from a corrective tool for disciplinary knowledge into a cognitive scaffold for interdisciplinary integration—through the complete chain of “assessment implementation - result feedback - teaching improvement + learning improvement - utility generation”—can effectively promote the implementation of “Assessment as Learning” in professional education contexts. Meanwhile, the model faces practical challenges such as teacher workload and student adaptability, which require supporting strategies. The research provides a practical paradigm for assessment reform in similar interdisciplinary foundational courses under the new engineering education framework.