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Research on Exercise Data-Driven Reform of Process-Oriented Assessment in College Public Physical Education Courses

Author(s)

Hongxiang Li

Affiliation(s)

Huanghe Science and Technology University, Zhengzhou, China

Abstract

To address prominent issues in process-oriented assessment of college public physical education courses, including the hollowing out of assessment content, reliance on experience, and fragmented feedback mechanisms, this study takes the full-process intervention of exercise data as its entry point. It constructs a four-stage driving model comprising data collection, indicator transformation, weight allocation, and feedback loop, and designs a process-oriented assessment indicator system covering four dimensions: exercise load, skill improvement, exercise behavior, and learning participation. The system raises the weight of process-oriented assessment to 65%, responds to individual differences through improvement-margin indicators, and integrates immediate, stage, and semester feedback mechanisms to achieve organic unity between assessment and teaching. The findings indicate that exercise data-driven reform of process-oriented assessment essentially replaces experiential judgment with quantifiable and traceable records of exercise behavior, transforming process-oriented assessment from a formal existence into substantive evaluation and providing an operable technical pathway for assessment reform in college public physical education courses.

Keywords

Exercise Data; Process-Oriented Assessment; College Public Physical Education; Assessment Reform; Data-Driven

References

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