Innovation of Core Literacy Evaluation Model for Physical Education and Health Courses in Colleges and Universities under the Guidance of OBE Theory

Abstract

Abstract Several scholars have taken an interest in core literacy in physical education since the idea was first put forth, making it a contemporary hotspot in the field of school physical education study and development. The innovative design of the evaluation model of the core literacy of physical education and health courses in colleges and universities, which focuses on building the evaluation index system of the core literacy of physical education and health courses, was realized in this study by using the hierarchical analysis method, guided by the OBE theory. Evaluation indexes were chosen and corrected using the Delphi technique and available research. Hierarchical analysis is used to determine the weight coefficients of the indicators, and a consistency test is carried out. The reliability test is then carried out, and the core literacy self-assessment scale is developed. Ultimately, the scale is put to use in real-world situations and its impact is examined. All of the expert research’s index scores are higher than 4.3, their coefficients of variance are less than 0.2, and their indexes are kept. The index weights are doable, and all of the CR values are less than 0.1. The reliability and validity met the required level, as evidenced by the overall Cronbach’s alpha coefficient, KMO value, and Bartlett’s sphere test significance of 0.953, 0.962, and 0.000, respectively. The comprehensive core literacy scores of the survey respondents had a mean of 83.635 and a standard deviation of 9.842, indicating a high overall core literacy level. There are notable differences in the overall score of the basic literacy dimensions assignment depending on gender, grade level, and specialty. This study aims to assess the OBE theory’s applicability to real-world instruction.